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A description of what we do here at Integrative Educational Partners, in a PDF file.

A description of what we do here at Integrative Educational Partners, in a PDF file.

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IEP Presentation PDF IEP Presentation PDF Presentation Transcript

  • Integrative Educational Partners, LLC 6739 Courtland Drive, Suite 101, Rockford, MI 49341 616.874.7490 www.ieptherapy.com Integrative Educational Partners, LLC is a place that offers educational therapy to people who experience learning differences. We draw from expertise in several disciplines to assess the client and we take a holistic approach to a solution. Our staff is made up of people with educational, nutritional, medical, and psychological expertise . We employ certified teachers, a nurse practitioner, an occupational therapist, and a speech and language therapist, and can refer our clients to psychologists who specialize in children.
  • Educational Therapists Educational Therapists are professionals who draw from educational and therapeutic approaches for children, adolescents, and adults with learning differences.
  • Our Clients Often our clients experience one or more learning problems: ADD, ADHD, Asperger’s Syndrome, dyslexia, dysgraphia, sensory integration disorder, autism, visual and auditory processing difficulties. We address each problem and develop a therapeutic plan that addr esses the problem comprehensively.
  • Do you know kids who… • Report card: A, B, C, D, F's (No consistency) • quot;She won't amount to anythingquot; (Underachiever) • quot;He's lazy. He could do more if he just triedquot; (Unmotivated) • quot;He does well on tests, but forgets to turn the homework inquot; (Poor memory) • quot;She never listens to a thing I sayquot; (Poor listening skills) • Inattentive, spacey, in his/her own world (Daydreamer) • Great reader but hates to write (5 minutes of homework takes 2 hours) • Huge speaking vocabulary, but can't spell • quot;Her bedroom looks like a tornado went through itquot; (Disorganized) • quot;He is never on timequot; (Poor time management skills) • quot;She trips over her own shadowquot; (Clumsy, uncoordinated) • quot;He loves to learn, but hates schoolquot; • Seems smarter than their schoolwork indicates • Does poorly on timed tests This list describes kids who might have ADD, learning differences, sensory processing deficits, giftedness, or may simply be visual spatial learners. Even one trait can be a sign of an underlying problem.
  • Our Diagnostic Process • During the Initial Consultation, we observe the child. We determine which assessments are necessary. • During the Assessment/ Evaluation session, we perform one or more of the following: – Competency Assessment Battery – Dr. Mel Levine’s Neuro-Developmental Assessment – Retained Reflex Testing – TAPS- Test of Auditory Processing – GORT- Gray Oral Reading Test – Dibels- Reading Assessment – REO- Receptive Expressive Observation – ADD/ADHD Assessment – Neurofunctional Assessment
  • Dyspraxia Developmental Dyspraxia is neurologically based disorder of the processes involved in praxis (motor planning). Praxis consists of three components. 1) Ideation - forming an idea of using a known movement to achieve a planned purpose. 2) Motor Planning - planning the action needed to achieve the idea. 3) Execution - carrying out the planned movement.
  • The Role of Motor Planning in Learning Motor planning (praxis) is the ability to organize the body into non-habitual movement. It goes beyond coordination to include a type of organizational intelligence. It is not dependent on effort, which means trying harder will not improve things. It is a result of all systems working together to accomplish the response. • Ideation is largely dependent on the brain’s ability to respond properly to sensory input. If sensory integration is impaired, the brain does not have an accurate map of the body and ideation becomes difficult or impossible. • Motor Planning is an automatic process where a “plan of action” for the body takes place in the brain. A person decides what to do and how to do it. • Execution is the motor part of praxis- the physical expression of the plan and, unfortunately, the only observable part.
  • The Role of Motor Planning in Learning cont’d People with Dyspraxia tend to organize themselves cognitively- they must think through which action is necessary and how to execute it before performing it. The Dyspraxic child with a toy may demonstrate difficulty ex ecuting purposeful play, but it is just as likely to be a difficulty det ermining what to do (ideation) and/or how to do it (execution). Motor planning is the beginning of the development of the learning of sequences. Accomplishing multiple-part sequences is very difficult for the dyspraxic child. Since most academics are built around sequences , school becomes challenging for the dyspraxic child. (Kimball, 2000) Somewhere between sensory information gathering and storing idea tion, motor planning and execution, the messages are not getting through. Dyspraxia is an inconsistent failure of Praxis. A successful performance is n ot guaranteed; it may affect the child one day, but not the next. When it’s unsafe to expect success, a child becomes reluctant to try at all.
  • The Role of the Cerebellum • The use of sensory information which allows the learning of move ment takes place in the cerebellum. • The cerebellum, as well as the limbic system, has been observed to play a major role in determining ASD symptoms and behaviors. It is the part of the brain most consistently identified as abnormal by neuroimaging and autopsy studies of individuals with autism. ( Alshoooff, 2000, p.185) • The cerebellum has been established as essential for regulating many aspects of motor control, including movement timing, coordination, muscle tone and posture. (Lechtenberg, 1988; Thatch, Goodkin, and Keating 1992) • There is evidence to suggest that a key contribution of the cere bellum is to act as the a central timing mechanism, or “clock” for both the perception and the production of temporal intervals. ( Braitenberg, 1967; Fahle and Braitenberg, 1984; Keele et al., 1985; Ivry and Keele, 1989) • Motor planning in the cerebellum forms the basis for the underst anding and carrying out of stopping, starting, and sequencing of activities, and organizational abilities.
  • Dyspraxia: a common problem
  • Indicators of Dyspraxia • May be physically uncoordinated • Poor motivation • Difficulty spelling • Difficulty reading • Difficulty sequencing • Poor short term memory • Poor auditory skills • Poor concentration • Poor rote memorization skills • Poor handwriting • Disorganized • Develops “unique” solutions • Poor in timed situations • Poor visual skills
  • IEP Services • Educational Therapy in our office where we are able to take advantage of the equipment and facilities • Tutoring services by an IEP-employed, state certified teacher, conveniently offered during your child’s school hours • Phone Consultations • Special Education Services Advocacy / School Meetings • Gifted Educational Planning • Homeschool Support: classes for struggling children • Family Sessions
  • Sample IEP Therapies • Sensory Integration • Auditory Retraining • Visual Retraining • Occupational Services • Counseling/Coaching • Speech and Language Services
  • Targeted Skills • Gross Motor • Visual Processing • Fine Motor • Processing Speed • Proprioceptive • Breathing Control • Bilateral Integration • Expressive Language • Balance • Problem Solving • Short Term Memory • Social Skills • Sequencing • Speech • Auditory Processing • Reading Comprehension • Strategy • Phonics • Eye-Hand Coordination • Vestibular • Vision Tracking • Crossing Midline • Auditory Processing
  • Academic Areas We use a multi-sensory approach, borrowing from many different programs so as to individualize for each client: • Visualizing Verbalizing • AVKO • J.F.I. Right-Brained/Visual-Spatial Learner Techniques • Making Math Easy • Base Ten Blocks • Seeing Stars • Picture Me Reading • Touch Math • Winston Grammar • Various Reading Skills Games • Lots of Academic Computer Programs …and many others!
  • A Typical Session… We begin with games and activities specifically designed to address the neurological deficits that are part of dyspraxia. These activities are specifically developed to engage both halves of the brain to work in concert, as well as facilitate the communication necessary between brain and body. This groundbreaking approach has yielded significant results in our clientele. Addressed in every session*: Fine motor Gross motor Sensory work Hand-eye coordination Visual processing Academic weak areas * This will be adjusted to the individual needs of each client.
  • Just a few of our activities…. Fine Motor Pick up sticks, Bottle Caps, Dominoes, Fast Fingers, Fire Game, Imagination Builders, Jenga, Kirigami, magnet words, marble race game, etc. Gross Motor Sling swing, balloon badminton, catch with the “heavy ball,” BVX, balance board ball toss, Gonge top, balance beam Sensory Integration Brushing, Ace Bandage Wrap, exercise ball, Makoto, Pogo ball, Scooters, sensory box, therapeutic listening, touch & match Hand-Eye Coordination Wrap ups, badminton, BVX, Etch-A-Sketch, Magnetic darts, Jacks, Jenga Extreme, jigsaw puzzles, Makoto, Origami Visual Processing Scrambled States, Irlen colored overlays, dominoes, paper airplanes, Perfection, pickup sticks, SET, Bingo Academic Remediation Math, spelling, phonics, vocabulary, writing, science, social studies, reading comprehension, sequencing, problem solving, memory
  • Our Facility • A friendly, qualified staff (education, psychology, OT, medicine and social work backgrounds) • Hundreds of activities- instantly accessible to staff • Therapy equipment in a durable, kid friendly, gym-like environment • 300+ educational computer software titles • 100+ reference books for parents including the latest educational research • Makoto: a timed game with room in the center for kids to strike light/sound targets • Two small rooms for private tutoring • Computer stations for student use • A conference room and educational resources for homeschool purposes • A comfortable waiting area here parents can read or listen to their child’s session
  • Introducing… The Makoto! Makoto is a game that targets mental Makoto is a fun, and exciting way for kids fitness. While giving “players” a great who are struggling in school to improve cardio workout, the primary health on… benefit of Makoto is the link between Quick Pattern Recognition the brain and the body. By improving Peripheral Vision communication between the brain and Hearing Acuity the body, dramatic improvements can be Balance achieved in…. Movement Accuracy Eye-Hand Coordination Concentration Quickness / Reaction Time Emotional Control Mental Acuity Memory Stress Reduction Since all of these skills are necessary to Cognitive Function be successful in school, kids with …and more! learning disabilities, poor reading, poor writing, poor motor control, dyslexia, and speech problems may lack some or all of these skills.
  • Makoto… What is it? The Makoto combines exercise with the proven science of sensory integration therapy to improve neurological and physical performance. Users participate by standing in the center of three 6-foot towers with lighted targets. The towers emit tonal cues to indicate the position of the lit target. Players can kick, punch, hit, or use a “staff” to tap the light. Settings are adjustable for one, two or three towers, speed, volume and level of difficulty. The Makoto can become all visual (no sound) or all auditory (no lights). It can be used by multiple players at once and has eleven different levels, from beginner to pro athlete. The Makoto also measures your average reaction speed, enabling you to track your progress over time.
  • IEP Do YOU know anyone who would benefit from our services? Integrative Educational Partners, LLC 6739 Courtland Drive Rockford, MI 49341 (616) 874-7490 www.ieptherapy.com Thank You!