Health is one the most important aspects of life you should concern in. You may do anything needed to keep healthy. You may do regular exercises, consume healthy food and wear some stuffs to support you healthy life. Some of the stuffs you may buy to perform well in your daily activities are stockings, socks, and hose. And if you are the one who seeks for the information about where you can get the stockings, socks, and hose with the best quality and the best prices, you should read this.
DiscountSurgicalStockings.com is a website of an online shop where you can buy various products like compression socks and support hose. What you should know about the online shop here is that this is best online shop for stockings and socks that provides you high quality products to support you daily activities. One of the best products available here is jobst compression stockings. Other best products available here is medical support hose which is very useful for blood circulation. About the prices, you do not need to worry at all. All products here cost in affordable prices. Besides, you may choose the terms of payment you want. So, visit the site now, and get the best products here.
Thursday, March 1, 2012
Friday, February 24, 2012
Advance Your Career, Become A Microsoft Office Specialist
If you’re going to be getting any type of certification in a technical field, it’s important for you to consider everything from the very beginning. After all, it’s not simply a matter of going in and taking some tests and then suddenly you are certified, there may be very specific requirements that are associated with that certification. For example, if you plan on becoming a Microsoft Office specialist, it is important for you to look into this in advance for several different reasons. For one, there are going to be specific differences between the MOS 2007 and MOS 2010 requirements. Of course, one of the requirements is going to have to do with the type of software but there are also other requirements for you to become certified as well.
You also need to consider the type of testing that is going to take place. Prometric testing, for example, is considered to be the leader in not only testing services that also assessment services. They cover a wide range of certifications, all the way from becoming a CPA down to the various Microsoft certifications that are available. You can find out a considerable amount of information on their webpage which would include the areas and times in which the tests are going to be taken. They can also give you assistance in the accommodations that may be necessary for you to take the test. This is a necessary part of the overall procedure and by taking this test, you will be recognized as being an expert in your field.
You also need to consider the type of testing that is going to take place. Prometric testing, for example, is considered to be the leader in not only testing services that also assessment services. They cover a wide range of certifications, all the way from becoming a CPA down to the various Microsoft certifications that are available. You can find out a considerable amount of information on their webpage which would include the areas and times in which the tests are going to be taken. They can also give you assistance in the accommodations that may be necessary for you to take the test. This is a necessary part of the overall procedure and by taking this test, you will be recognized as being an expert in your field.
Sunday, February 12, 2012
How Music for Children With Cerebral Palsy?
The Benefits of Music for Children with Cerebral Palsy
Music evokes an emotional response from everyone.
For the child with cerebral palsy music does this and much more. It acts as a vital aid to communication and language development. It builds physical, sensory and cognitive skills. It addresses social, psychological and behavioral. All this occurs in a stimulating, non-threatening and fun environment that encourages the child to extract as much benefit as possible without the pressure of formal academic learning.
Children with cerebral palsy (CP) tend to have a good sense of hearing, as the auditory function is usually unaffected by the condition. This is particularly true in those who are visually impaired, as their quality of life is so much more dependent on what they hear. For children with limited vision and restricted movement, music is particularly important as it provide an accessible and enjoyable way to develop and learn.
Singing is a valuable tool for aiding the development of speech and language. Speech and singing are accessed through different parts of the brain, so children with cerebral palsy who finds literacy skills difficult, will respond much more positively to a sung approach. Encouraging children to listen to singing and join in themselves, however limited their ability, will significantly enhance the development of their oral motor skills, articulation and breath control.
Repetitive songs will improve the children's vocalisation and pronunciation as repetitive, rhythmic music aids the internal absorption of the patterns and sounds of speech. Because of the enjoyable and stimulating nature of musical activities, increased language learning takes place subconsciously and without anxiety. For example, the recurring word patterns found in familiar songs such as Old MacDonald, or This Old Man, will help to improve the child's vocalisation and pronunciation in a fun way, as well as working the cognitive and memory skills. Any familiar song adapted to use the children's names, will further add to the pleasure of learning.
For speaking children, the rhythmic nature of many songs aids the intelligibility of pronunciation and the pacing of words. Children with limited vocal skills enjoy anticipating and supplying the final word of a line of song lyric, for example, 'Hickory Dickory Dock'. Plenty of time should be allowed for the responses so that the subsequent praise and feeling of achievement heightens the enjoyment of the activity as well as increasing their self-confidence.
For non-speaking children, music provides an ideal opportunity to develop the use of a Picture Exchange system or other communication aid. Children can participate by choosing from a small selection; the picture of the next animal for Old MacDonald, for example, or a picture that represents a request for the next song to be sung, or perhaps the favoured percussion instrument to play. Simple Makaton or other signing should be encouraged whenever appropriate as familiar rhymes are sung, enabling non-speakers to participate and feel an important part of the activity. Stop-start games can be used to encourage children to signal in their own way for more and to enjoy the feeling of anticipation. Signing also strengthens the understanding of speaking children.
Enhanced language learning takes place when movement is used to reinforce music. A familiar example of this is the song, 'Here we go round the Mulberry Bush'. Everyday actions such as handwashing, teeth-cleaning, going to bed, cuddling a teddy and so on, can be mimed in conjunction with actions aimed more specifically at individual children, such as the use of a switch. Encouraging and aiding children to move within their capabilities, whilst listening to the repetitive words of the song, reinforces the connection between the action and the words, so increasing their awareness and acceptance of common activities.
Information can be absorbed in small chunks through music. The days of the week, perhaps, or the child's home telephone number, children's names and names of family members, etc. are more likely to be retained if taught by means of a fun and stimulating song. Words can easily be adapted to fit the tunes of familiar songs or alternatively can be chanted very simply on one or two notes accompanied by the steady beat of a drum.
Music evokes an emotional response from everyone.
For the child with cerebral palsy music does this and much more. It acts as a vital aid to communication and language development. It builds physical, sensory and cognitive skills. It addresses social, psychological and behavioral. All this occurs in a stimulating, non-threatening and fun environment that encourages the child to extract as much benefit as possible without the pressure of formal academic learning.
Children with cerebral palsy (CP) tend to have a good sense of hearing, as the auditory function is usually unaffected by the condition. This is particularly true in those who are visually impaired, as their quality of life is so much more dependent on what they hear. For children with limited vision and restricted movement, music is particularly important as it provide an accessible and enjoyable way to develop and learn.
Singing is a valuable tool for aiding the development of speech and language. Speech and singing are accessed through different parts of the brain, so children with cerebral palsy who finds literacy skills difficult, will respond much more positively to a sung approach. Encouraging children to listen to singing and join in themselves, however limited their ability, will significantly enhance the development of their oral motor skills, articulation and breath control.
Repetitive songs will improve the children's vocalisation and pronunciation as repetitive, rhythmic music aids the internal absorption of the patterns and sounds of speech. Because of the enjoyable and stimulating nature of musical activities, increased language learning takes place subconsciously and without anxiety. For example, the recurring word patterns found in familiar songs such as Old MacDonald, or This Old Man, will help to improve the child's vocalisation and pronunciation in a fun way, as well as working the cognitive and memory skills. Any familiar song adapted to use the children's names, will further add to the pleasure of learning.
For speaking children, the rhythmic nature of many songs aids the intelligibility of pronunciation and the pacing of words. Children with limited vocal skills enjoy anticipating and supplying the final word of a line of song lyric, for example, 'Hickory Dickory Dock'. Plenty of time should be allowed for the responses so that the subsequent praise and feeling of achievement heightens the enjoyment of the activity as well as increasing their self-confidence.
For non-speaking children, music provides an ideal opportunity to develop the use of a Picture Exchange system or other communication aid. Children can participate by choosing from a small selection; the picture of the next animal for Old MacDonald, for example, or a picture that represents a request for the next song to be sung, or perhaps the favoured percussion instrument to play. Simple Makaton or other signing should be encouraged whenever appropriate as familiar rhymes are sung, enabling non-speakers to participate and feel an important part of the activity. Stop-start games can be used to encourage children to signal in their own way for more and to enjoy the feeling of anticipation. Signing also strengthens the understanding of speaking children.
Enhanced language learning takes place when movement is used to reinforce music. A familiar example of this is the song, 'Here we go round the Mulberry Bush'. Everyday actions such as handwashing, teeth-cleaning, going to bed, cuddling a teddy and so on, can be mimed in conjunction with actions aimed more specifically at individual children, such as the use of a switch. Encouraging and aiding children to move within their capabilities, whilst listening to the repetitive words of the song, reinforces the connection between the action and the words, so increasing their awareness and acceptance of common activities.
Information can be absorbed in small chunks through music. The days of the week, perhaps, or the child's home telephone number, children's names and names of family members, etc. are more likely to be retained if taught by means of a fun and stimulating song. Words can easily be adapted to fit the tunes of familiar songs or alternatively can be chanted very simply on one or two notes accompanied by the steady beat of a drum.
Thursday, February 2, 2012
Enrolling a Teenager With Aspergers Syndrome at a Therapeutic School
Aspergers syndrome is a disability that affects how a person relates to other people. People who have Aspergers may talk a lot about their hobbies but have problems in getting messages across other people or giving them a chance to talk. They may also have problems in understanding other people's feelings or their body gestures. Overall, it can be said that people with Aspergers have impaired communication with other people.
Aspergers is also demonstrated when people like their habits to be stringently observed and organized. They like everything to be at the right schedule and can be seriously frustrated when it is done in the "wrong" manner. The results of Aspergers vary and can range from formalized behavior to aggressive and anti-social behavior.
Secondary school can be highly upsetting for students with Aspergers syndrome given the secondary school's routine. Transferring classrooms and meeting new classmates and teachers can be extremely stressful for someone who likes everything to be "in place" or unchanging. A person who has Aspergers can also extend a lot of effort when speaking with others. While other students have better interpersonal relationship as they get older, people with Aspergers may find it tricky to maintain friendships.
A thesis by Petra Dewrang, a psychologist, investigates individuals with Aspergers from children between 14 and 18 years old. The thesis, which was based on interviews, self-evaluations and tests, found out that people afflicted with Aspergers were as comfortable as the comparison group. Although both Aspergers and comparison group established good relationships with their family, the former seems to have a difficult time building relationships outside the family sphere. With this, a therapeutic school can help people afflicted with Aspergers syndrome to gain more interpersonal skills, which permit them to relate with other people.
Hence, specialty schools such as an Aspergers school can help students get used to the school environment without much trauma. These schools have individualized programs that serve the needs of a person who struggles with a specific difficulty. For example, people with Aspergers can work with groups, such as clubs, that permit them to polish their hobbies. Although they are fascinated about a specific subject and have a difficult time keeping up with other subjects, personalized programs can help these adolescents concentrate on subjects where they are performing poorly.
Aspergers is also demonstrated when people like their habits to be stringently observed and organized. They like everything to be at the right schedule and can be seriously frustrated when it is done in the "wrong" manner. The results of Aspergers vary and can range from formalized behavior to aggressive and anti-social behavior.
Secondary school can be highly upsetting for students with Aspergers syndrome given the secondary school's routine. Transferring classrooms and meeting new classmates and teachers can be extremely stressful for someone who likes everything to be "in place" or unchanging. A person who has Aspergers can also extend a lot of effort when speaking with others. While other students have better interpersonal relationship as they get older, people with Aspergers may find it tricky to maintain friendships.
A thesis by Petra Dewrang, a psychologist, investigates individuals with Aspergers from children between 14 and 18 years old. The thesis, which was based on interviews, self-evaluations and tests, found out that people afflicted with Aspergers were as comfortable as the comparison group. Although both Aspergers and comparison group established good relationships with their family, the former seems to have a difficult time building relationships outside the family sphere. With this, a therapeutic school can help people afflicted with Aspergers syndrome to gain more interpersonal skills, which permit them to relate with other people.
Hence, specialty schools such as an Aspergers school can help students get used to the school environment without much trauma. These schools have individualized programs that serve the needs of a person who struggles with a specific difficulty. For example, people with Aspergers can work with groups, such as clubs, that permit them to polish their hobbies. Although they are fascinated about a specific subject and have a difficult time keeping up with other subjects, personalized programs can help these adolescents concentrate on subjects where they are performing poorly.
Friday, January 27, 2012
Touch Typing Tutor for Children With Special Needs
Learning to touch type can be a life changing skills for children with special needs. By learning this priceless skill these kids can improve other skills such as reading and spelling not to mention the vocabulary enhancement. The best way to teach special needs children to type is with a touch typing tutor.
There are many touch typing tutors out there aimed designed for kids with some sort of learning disability. The most popular type of learning disability these tutors are used for is Dyslexia. For years teachers across the land have used specially designed typing tutors to teach dyslexic children how to type.
But these programs have proven to be useful with other types of Special Needs including Dyspraxia / Development Co-ordination Disorder (DCD), Autistic Spectrum Disorder, Aspergers, Semantic Pragmatic & other language disorders and Visual Impairment.
A typing program aimed for special needs children must add educational value and teach keyboard skills at the same. So such programs must include:
A focus on additional literacy benefits whilst teaching touch typing
* Grammar and punctuation lessons
* Written and Spoken instructions
* A simple and uncluttered presentation style
* Games (A bit of fun is always welcomed)
* Rewards (to keep children motivated)
* Short Lessons
Benefits for Dyslexic Children
Learning type can bring many benefits for children with dyslexia including reading, comprehension, focus and spelling not to mention the reduction in handwriting, often a challenging area for many dyslexics.
Benefits for Visually Impaired
For the majority of visually impaired children learning keyboard skills is the only way to use a computer, despite the great strides made in voice recognition software's the keyboard still the most practical way for someone with sight problems to control a computer.
Benefits for Children with ASD
ASD is the acronym for Autistic Spectrum Disorder. Autistic children have difficulties with producing written work and evidencing progress. Reason why the chosen typing tutor must have well structured lessons with a clear beginning and a clear ending as well as a reward system which is immediate.
Benefits for Semantic Pragmatic Children
Semantic Pragmatic Disorder or SPD causes complex communication problems that can be overcomed with touch typing because it will improve the process of written communication by greatly reducing the need for a linear thought process.
There are many touch typing tutors out there aimed designed for kids with some sort of learning disability. The most popular type of learning disability these tutors are used for is Dyslexia. For years teachers across the land have used specially designed typing tutors to teach dyslexic children how to type.
But these programs have proven to be useful with other types of Special Needs including Dyspraxia / Development Co-ordination Disorder (DCD), Autistic Spectrum Disorder, Aspergers, Semantic Pragmatic & other language disorders and Visual Impairment.
A typing program aimed for special needs children must add educational value and teach keyboard skills at the same. So such programs must include:
A focus on additional literacy benefits whilst teaching touch typing
* Grammar and punctuation lessons
* Written and Spoken instructions
* A simple and uncluttered presentation style
* Games (A bit of fun is always welcomed)
* Rewards (to keep children motivated)
* Short Lessons
Benefits for Dyslexic Children
Learning type can bring many benefits for children with dyslexia including reading, comprehension, focus and spelling not to mention the reduction in handwriting, often a challenging area for many dyslexics.
Benefits for Visually Impaired
For the majority of visually impaired children learning keyboard skills is the only way to use a computer, despite the great strides made in voice recognition software's the keyboard still the most practical way for someone with sight problems to control a computer.
Benefits for Children with ASD
ASD is the acronym for Autistic Spectrum Disorder. Autistic children have difficulties with producing written work and evidencing progress. Reason why the chosen typing tutor must have well structured lessons with a clear beginning and a clear ending as well as a reward system which is immediate.
Benefits for Semantic Pragmatic Children
Semantic Pragmatic Disorder or SPD causes complex communication problems that can be overcomed with touch typing because it will improve the process of written communication by greatly reducing the need for a linear thought process.
Sunday, January 15, 2012
Advocate for Your Child With Asperger Syndrome
If your child was recently diagnosed with Asperger Syndrome, you will need to educate yourself about AS in order to understand how it affects him/her so that you can provide relevant information about his/her needs to the school in writing. You want to give the teacher as much information about your child as possible, in terms of how AS affects him/her, but at the same time keep the document as short as possible. That way the teacher is more likely to read ALL of it.
Here are a few points to consider including in your document:
Highlight the safety needs, both for your child and others. This will be the best way to get support for your child in the classroom (if that's what you want). Think in terms of anxiety related behaviours and meltdowns that may lead to destructive behaviour or aggressive behaviour towards others, and the potential for your son or daughter to be the target of bullies.
Point out that although your son or daughter may look normal and advanced in many ways, he/she has poor communication skills because it is difficult for him/her to read facial expressions and make eye contact (if this is the case). Also he/she may take expressions literally and miss implied meanings. He/she may also have obsessive and limited interests and/or repetitive routines and physical clumsiness. Provide real examples that relate to your child. Remind the school that your child's ability to function well in group activities or social situations should not be over-estimated. As a result, he/she will need support and programming in all of these areas. Make suggestions as to what you would like to see in the IEP (Individual Education Plan).
The teacher's attitude will be the prime example to a class on how to treat a child with Asperger Syndrome. If a teacher is intolerant and impatient with an AS student's odd behaviours, it sends a signal to the other students that it's okay to tease the AS student, both in and out of class. Also, it is important to point out that punishment is not the appropriate method for addressing the inappropriate behaviours of an AS student since the behaviours are one of the diagnostic signs and a result of having Asperger Syndrome.
You may want to consider disclosing the fact that your child has AS to the class. In my experience, other children are more likely to be tolerant of a student who acts and speaks in an odd way, if they know the reason.
If you decide to do this, here's a good tip. Write "Asperger Syndrome" on the board and stress the correct pronunciation to the class. This makes it less likely that the 'class clown' (every class has one) will hear the name as "Ass Burger" and make fun of your child using that term.
Your school may have anti-bullying policies in place which are not helping on a practical level. If your child is left unsupervised, he/she may become a victim of bullying but he/she may not have the skills to tell an adult. If you know or suspect that bullying is an issue, and the school or school board is unable or unwilling to deal with it appropriately, home schooling may be an option worth considering, even if only temporarily, since bullying will undoubtedly affect your child's emotional well-being.
Here are a few points to consider including in your document:
Highlight the safety needs, both for your child and others. This will be the best way to get support for your child in the classroom (if that's what you want). Think in terms of anxiety related behaviours and meltdowns that may lead to destructive behaviour or aggressive behaviour towards others, and the potential for your son or daughter to be the target of bullies.
Point out that although your son or daughter may look normal and advanced in many ways, he/she has poor communication skills because it is difficult for him/her to read facial expressions and make eye contact (if this is the case). Also he/she may take expressions literally and miss implied meanings. He/she may also have obsessive and limited interests and/or repetitive routines and physical clumsiness. Provide real examples that relate to your child. Remind the school that your child's ability to function well in group activities or social situations should not be over-estimated. As a result, he/she will need support and programming in all of these areas. Make suggestions as to what you would like to see in the IEP (Individual Education Plan).
The teacher's attitude will be the prime example to a class on how to treat a child with Asperger Syndrome. If a teacher is intolerant and impatient with an AS student's odd behaviours, it sends a signal to the other students that it's okay to tease the AS student, both in and out of class. Also, it is important to point out that punishment is not the appropriate method for addressing the inappropriate behaviours of an AS student since the behaviours are one of the diagnostic signs and a result of having Asperger Syndrome.
You may want to consider disclosing the fact that your child has AS to the class. In my experience, other children are more likely to be tolerant of a student who acts and speaks in an odd way, if they know the reason.
If you decide to do this, here's a good tip. Write "Asperger Syndrome" on the board and stress the correct pronunciation to the class. This makes it less likely that the 'class clown' (every class has one) will hear the name as "Ass Burger" and make fun of your child using that term.
Your school may have anti-bullying policies in place which are not helping on a practical level. If your child is left unsupervised, he/she may become a victim of bullying but he/she may not have the skills to tell an adult. If you know or suspect that bullying is an issue, and the school or school board is unable or unwilling to deal with it appropriately, home schooling may be an option worth considering, even if only temporarily, since bullying will undoubtedly affect your child's emotional well-being.
Wednesday, January 4, 2012
5 Secrets Of Learning That No One Ever Told You
Everyone knows that we have two brain hemispheres - the left and the right. Logic and Gestalt.
The left hand hemisphere or the logic hemisphere handles our ability to see the bits and pieces that make up information - our ability to see the trees in the forest. It controls our ability to sequence information and put it in an orderly pattern. It helps us to see logical progressions and to recognise patterns such as number facts (multiplication tables) and rhymes.
The right hand hemisphere or Gestalt hemisphere handles our emotions, our ability to see the big picture - the reason why. It helps us to make sense of the bits and pieces in a meaningful and emotionally relevant way. The Gestalt hemisphere handles intuition and it is what allows us to make intuitive leaps - those flashes of brilliance when seemingly unconnected information comes together into something amazing. It governs our ability to relate to others with compassion and empathy. It is our creative side, our artistic and musically inclined self. Without it, the bits and pieces supplied by the logical hemisphere are meaningless pieces of information.
To learn effectively we need access to both hemispheres of the brain. In children with high stress levels (aka a learning difficulty,) one of the hemispheres is not functioning as it should. It is suppressed by the dominant hemisphere and its gifts are locked away. These children (and adults) are at a disadvantage - they are operating with only half of what they need to learn effectively. Hence some are dreamers - they can see the big picture but have no way of knowing how to accomplish their dream. Sometimes they are called lazy. Others are so bogged down in the details they get lost in what is called analysis paralysis - they can see the bits and pieces but can't quite grasp how to put them all together into a cohesive whole.
Regaining the use of the whole brain - what I call brain integration - is the first step we take when working with a new student.
Secret Number 2 - The Ability To Move Forward
For so many students (and their parents!) feeling stuck, clumsy, confused and lost is a daily experience. It isn't necessarily a physical feeling - although it can be. Mostly it is a mental feeling, one of being stuck in mud, it is a struggle and hard work.
Of thinking you have the answer and then beginning to doubt yourself. Of being unsure that you heard the instructions properly, so you need to check, double check, triple check before you feel confident to move forward with the activity.
Our ability to move forward determines how we approach different situations. If we feel stuck, our self-esteem and self-confidence are eroded over time and our insecurity increases. As it increases we become fearful of making mistakes, of "getting it wrong", of being laughed at.
On the other hand, if we can move forward without fear - we can sometimes have what I term bull at a gate syndrome. We can rush in where angels fear to tread. Sometimes we can lack the caution which allows us to assess the situation fully. We can have what situations like the one that faced Po in Kung-fu Panda 2. We can see our objective - Gongman City Palace, but not see the wolves prowling the streets, we leap into action without seeing the dangers that lie before us. As Mantis said: "What are you doing? The streets are crawling with wolves!"
A balance between the two extremes - feeling stuck and fearlessly moving forward - are needed for our children to learn. They need to be able to make a decision and see it through. In order to do this, our children need the foundation of Secret Number 1!
Secret Number 3 - Ability To Communicate
What is communication? For many people it is our ability to read and write, to speak clearly and succinctly. However, it is so much more than that. Communication is more non-verbal than verbal. It is the way we hold our self, the tone, the pitch, the delivery speed. It is our body stance, our facial expressions, the way we use or hold our hands. These visual cues are what bring meaning and depth to our communications.
Beyond this, communication encompasses our style of presenting information. Are we logical communicators? If so, we start at the beginning and plod through every detail of what has happened, useful for writing reports, but boring in a conversation!
If we are an emotional communicator, we bring in the full range of expressive language options. We rant, we rave, we may be incoherent at times (especially when excited or angry). We tell the story from an emotional point of view - telling what stood out at the time, not necessarily in a logical progression. So we have difficulty sequencing events as we jump around following the emotional trail. This event reminds me of that one (which may have happened a long time ago) which reminds me of something that I thought I heard yesterday and so on.
When it comes to learning, if we are limited in our communication - meaning our communication is controlled by the hemisphere which is suppressed under stress - we may know the answer but have difficulty expressing it. We have difficulty getting our ideas from our head onto the paper. Sometimes we can talk our way through it, but often we feel tongue-tied. We grow frustrated with our inability to express what is inside of us.
This can go on until we literally explode. The child who is limited in their ability to communicate can feel as though they are living inside a pressure cooker. Once they hit critical levels, steam has to be let out - often in the form of tears, tantrums, escapism, or total shut down where they withdraw inside of themselves completely.
For those around them, this situation is just as frustrating. After all, when they are relaxed and integrated these children show us glimpses of what they are capable of. And these tantalising glimpses leave us frustrated that they aren't performing at their best, especially when we don't understand why.
The left hand hemisphere or the logic hemisphere handles our ability to see the bits and pieces that make up information - our ability to see the trees in the forest. It controls our ability to sequence information and put it in an orderly pattern. It helps us to see logical progressions and to recognise patterns such as number facts (multiplication tables) and rhymes.
The right hand hemisphere or Gestalt hemisphere handles our emotions, our ability to see the big picture - the reason why. It helps us to make sense of the bits and pieces in a meaningful and emotionally relevant way. The Gestalt hemisphere handles intuition and it is what allows us to make intuitive leaps - those flashes of brilliance when seemingly unconnected information comes together into something amazing. It governs our ability to relate to others with compassion and empathy. It is our creative side, our artistic and musically inclined self. Without it, the bits and pieces supplied by the logical hemisphere are meaningless pieces of information.
To learn effectively we need access to both hemispheres of the brain. In children with high stress levels (aka a learning difficulty,) one of the hemispheres is not functioning as it should. It is suppressed by the dominant hemisphere and its gifts are locked away. These children (and adults) are at a disadvantage - they are operating with only half of what they need to learn effectively. Hence some are dreamers - they can see the big picture but have no way of knowing how to accomplish their dream. Sometimes they are called lazy. Others are so bogged down in the details they get lost in what is called analysis paralysis - they can see the bits and pieces but can't quite grasp how to put them all together into a cohesive whole.
Regaining the use of the whole brain - what I call brain integration - is the first step we take when working with a new student.
Secret Number 2 - The Ability To Move Forward
For so many students (and their parents!) feeling stuck, clumsy, confused and lost is a daily experience. It isn't necessarily a physical feeling - although it can be. Mostly it is a mental feeling, one of being stuck in mud, it is a struggle and hard work.
Of thinking you have the answer and then beginning to doubt yourself. Of being unsure that you heard the instructions properly, so you need to check, double check, triple check before you feel confident to move forward with the activity.
Our ability to move forward determines how we approach different situations. If we feel stuck, our self-esteem and self-confidence are eroded over time and our insecurity increases. As it increases we become fearful of making mistakes, of "getting it wrong", of being laughed at.
On the other hand, if we can move forward without fear - we can sometimes have what I term bull at a gate syndrome. We can rush in where angels fear to tread. Sometimes we can lack the caution which allows us to assess the situation fully. We can have what situations like the one that faced Po in Kung-fu Panda 2. We can see our objective - Gongman City Palace, but not see the wolves prowling the streets, we leap into action without seeing the dangers that lie before us. As Mantis said: "What are you doing? The streets are crawling with wolves!"
A balance between the two extremes - feeling stuck and fearlessly moving forward - are needed for our children to learn. They need to be able to make a decision and see it through. In order to do this, our children need the foundation of Secret Number 1!
Secret Number 3 - Ability To Communicate
What is communication? For many people it is our ability to read and write, to speak clearly and succinctly. However, it is so much more than that. Communication is more non-verbal than verbal. It is the way we hold our self, the tone, the pitch, the delivery speed. It is our body stance, our facial expressions, the way we use or hold our hands. These visual cues are what bring meaning and depth to our communications.
Beyond this, communication encompasses our style of presenting information. Are we logical communicators? If so, we start at the beginning and plod through every detail of what has happened, useful for writing reports, but boring in a conversation!
If we are an emotional communicator, we bring in the full range of expressive language options. We rant, we rave, we may be incoherent at times (especially when excited or angry). We tell the story from an emotional point of view - telling what stood out at the time, not necessarily in a logical progression. So we have difficulty sequencing events as we jump around following the emotional trail. This event reminds me of that one (which may have happened a long time ago) which reminds me of something that I thought I heard yesterday and so on.
When it comes to learning, if we are limited in our communication - meaning our communication is controlled by the hemisphere which is suppressed under stress - we may know the answer but have difficulty expressing it. We have difficulty getting our ideas from our head onto the paper. Sometimes we can talk our way through it, but often we feel tongue-tied. We grow frustrated with our inability to express what is inside of us.
This can go on until we literally explode. The child who is limited in their ability to communicate can feel as though they are living inside a pressure cooker. Once they hit critical levels, steam has to be let out - often in the form of tears, tantrums, escapism, or total shut down where they withdraw inside of themselves completely.
For those around them, this situation is just as frustrating. After all, when they are relaxed and integrated these children show us glimpses of what they are capable of. And these tantalising glimpses leave us frustrated that they aren't performing at their best, especially when we don't understand why.
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