My program consists of an assessment which identifies the child’s strengths in terms of learning. These strengths are developed into learning strategies and implemented within the child’s actual classroom curriculum. Areas of weakness are worked on through individual brain exercises. Once mastery has begun with the exercises, I begin to implement these tools into the academic program. The premise of my program involves assessing processing skills, to answer the "Whys" for academics. By following the normal developmental continuum which shows that language is the underlying foundation for academics, a point of reference can be found which identifies learning abilities as a function of language strengths. In other words, if there is a delay in language development, specifically processing skills, there is going to be a delay in academics.
While working on individual exercises, strategies can be implemented for class and home work to decrease stress for the student. The primary goal of this approach is to reduce the energy cost and frustration, while increasing speed and accuracy. It is that simple. When we focus on our strengths and not our weakness, we become more efficient in our execution. The key is focusing on strengths.
A frequent theme I hear when evaluating a child is the parent saying, "I don’t understand why he can’t remember information from school. He has an incredible memory. He can see a movie one time and repeat almost every line and any song." From this statement, the parent has just given me one of the "strengths" for the child to learn. Based on what the parent has described, the child is most likely a dominant, right brain learner (dominant visual learner).