Customized Learning Approach Program (CLAP) assesses the student's strengths in learning. CLAP develops those strengths into learning strategies that can be immediately implemented into the classroom for decreased frustration, and increased accuracy in learning, while working on areas of weakness through exercises designed to strengthen individual brain pathways.
Auditory processing is difficulty integrating information presented orally, hindering the child's ability to follow the sequence and organization of the speaker. Auditory processing has to do with the eighth cranial nerve which is the auditory nerve, or sometimes referred to as the acoustic nerve. It also related to the temporal lobes of the brain. It is the process from which we encode sound, store information, and are then able to retrieve it when it has been presented verbally.
There are three active phases of learning; processing skills, executive function skills, and academic skills. These strategies can be used with all children, no matter what the level of functioning. The purpose of these strategies is to help children in a special education environment as well as a regular education succeed with their curriculum.
Sensory integration is the organizing that the brain does from our senses. Most of us are blessed with five senses that allow us to touch, smell, taste, see, and hear. These senses come into our brain and are organized into information about our body. This is sensory integration.
I first began working with Weston when he was four years old. I was the Speech Pathologist but he was the teacher. He was to be one of the greatest teachers in my life. I would like to think that along the journey I added something to his life, however, I know his purpose was to train me.
Weston's mom shares her faith.
This is an inspirational story about a 10th grade boy who has half a brain and desires to graduate from high school. He has defined medical logic time and time again, defeated the odds of being told he would never walk or talk. He is functioning only 2 to 3 years behind grade level and has been in regular Ed for the past 4 years. However, the "powers that be" at this high school is telling him he needs to be in SDC for World History, where he will not receive graduation credit. This is a wonderful story of courage, and fight, for children who struggle in the classroom to be recognized and allowed to demonstrate their abilities within the educational system.
As parents we know the truth about our children's strengths and abilities. They all have tremendous gifts, both big and small. We see their genius abilities amaze us everyday. However, many times society does not see our children the same way we do. The do not recognize these abilities. It is the influences around us, such as school, family, friends, doctors, therapist, that cause parents to doubt what we know to true about our child. Starting a new school year can be a big event that pushes a parent into fear. This article includes a personal story regarding the start of school and tools to help parents stand strong in what they know to be the strengths of their child.
This is an inspirational story, written by Julie Redmond, Jonathon's mom. Jonathon is the child featured in the article, Why Can’t His Parent’s Just Be Happy With SDC? This article is written from the heart of a mother, describing the medical background of her son who has only half a brain. This article is not only inspiring, but very informative.