learning skills, Testing

The Door Opener to the Vision System

The SOI assessments provide information about an individual’s ability to process visual information.  Over the years, I have actually become more impressed with how hard the eyes have to work in order to actively engage the mind in the learning process, in remembering visual information, and in correctly solving problems with that information.

This is perhaps the most misunderstood group of sub-tests in the SOI Model.  Vision is thought of as eyesight, visual acuity, and the health of the eyes.  We are often told that an individual is concerned about his/her poor reading ability, lack of comprehension, and misreading words, and yet eyes are 20/20 and healthy.  It is not uncommon to have Ophthalmologists and Optometrists deny the SOI information that relates to low visual skills because the evidence is not showing in an examination.  The question then remains, “What is the reason for such poor reading ability and what can be done to improve reading ability and reading comprehension?”

The answer commonly lies in a lack of visual stamina.  When the eyes tire, Continue reading “The Door Opener to the Vision System”

soi-ipp

Addressing Learning Difficulties

IPP (Integrated Practice Protocol) is one of our most popular programs at SOI.

Why? Because it addresses visual, auditory, and sensory-motor skills through a series of exercises customized to meet every student’s needs! Each student gets to work on building his/her skills.

The IPP program is a system for treating learning difficulties. It works to improve attention span, memory, comparison/contrast thinking, eye-hand coordination, systems reasoning and other skills essential to the learning process, helping students perform better in school and in life.

With IPP, the following areas are screened. An explanation for each is given.

SENSORY INTEGRATION

  • Balance­: Balance is a motor skill.  At the beginning of life, motor activity develops before mental actions, then both work together and coexist, and, finally, mental action subordinates motor activity. The premise here is that proper development of motor skills is critical for learning­ – that motor experiences are the foundation of mental development.  When motor skills are not fully developed, cognitive learning can be affected.
  • Crossing the Midline/Mentally Crossing the Midline: When an individual is able to cross the midline (literally reach across or move across the middle of the body), it means that his/her  brain has learned to plan and carry out a sequence of movements in proper order.  When internalized, it leads to the ability to know your right from your left.  We use ourselves as a reference point in understanding the orientation of an external object or a word.  If a child had difficulty in understanding his/her own left and right, he/she will have difficulty with the  proper orientation of a word or letter, and this may cause word or letter reversals.
  • Body in Space: An individual should know where his/her body is in space with or without benefit of the visual system.  Knowing this contributes to the knowledge and development of left/right, directions, spatial relations, visualization, etc.

FOCUSING SKILLS Continue reading “Addressing Learning Difficulties”