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Information for Teachers

If you have been teaching a child for some time, with minimal improvement, or have found that despite repeated lessons the child cannot remember what he/she has been taught after a short period of time, then you may be looking at a child with Developmental Delay or Brain Integration problems.

'Our treatment is a breakthrough - it's drug free and totally non-invasive'

As a teacher what sort of signs would you be looking for to determine if a child has developmental delay?

Developmental Integration practitioners recognise the value of specialised teaching in helping learning disabled children. We always advise parents that children need this teaching, as they may be missing the foundation blocks for their learning. Treatment is only one part of helping these children, they need teaching help too, so that they can go on to reach full potential.

Once a child has received treatment to clear the 'blocks' in his/her ability to learn, then it is crucial that the child receives teaching; preferably with a properly trained 'dyslexia' teacher who can assess exactly what the child has missed and give the child the right kind of teaching and support.

The kind of things you are looking for might be:
  • Do they have problems getting started with work/or finishing things they start?
  • Do they collapse over their work, almost putting their head on the desk?
  • Do they sit on their legs/feet or wrap their legs around the chair?
  • Is it hard to attract their attention?
  • Do they yawn or stretch whilst you are teaching them?
  • Are they easily distracted by sound?
  • Do they have trouble shifting attention?
  • Do they have problems with delaying gratification?
  • Do they have trouble planning their work?
  • Do they fail to learn by their past experience?
Reading problems:
  • Being able to identify the main ideas
  • Being able to remember sound symbol associations
  • Reading aloud with appropriate intonation
  • Having the ability to decode unfamiliar words
  • Do they lose their place or skip words?
  • Do they need to use a coloured overlay to read?
  • Spelling accurately in test situations
  • Writing sufficient amounts and expressing ideas adequately
  • Using an appropriate pencil grip
  • Being able to copy accurately
Maths Difficulties:
  • Identifying numbers
  • Acquiring basic concepts
  • Solving word problems
  • Memorising tables or equations
  • Memorising mathematical processes
Language Difficulties:
  • Understanding verbal directions
  • Summarising
  • Speaking fluently
  • Explaining ideas
  • Acquiring new vocabulary
Memory Problems:
  • Remembering to take things home or bring them to class
  • Remembering verbal directions
  • Remembering how to do things in the right order
  • Remembering a sequence of instructions
Organisation problems:
  • Having the right materials at the right time
  • Being able to keep a notebook
  • Doing things one step at a time
Social difficulties:
  • Are they very self-conscious?
  • Do they have low self-esteem?
  • Do they seem sad?
  • Do they claim to feel ill often?
  • Have nervous tics?
  • Are they aggressive?
  • At school, are they alone a lot of the time?
  • Are they able to communicate with their peers?
  • Are they obsessive?

This list could be much longer - but if you can identify problems from several of these areas then the likelihood is that the child has developmental delay and would benefit from treatment as well as teaching.

We are always willing to give a talk to any interested group of teachers and/or parents and hope in the future to be arranging short seminars on this work. Please e-mail us or telephone your nearest practitioner if you require more information.

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