Attention, Balance and Coordination are the core building blocks of educational readiness. Neuro Developmental Delay (NDD) identifies the lowest level of dysfunction in the development of the child and aims intervention at the maturation process of the Central Nervous System to achieve educational readiness. Specific reflex inhibition and simulation techniques allow new neurological links to form between the lower and higher centers of the brain.
Neuro Developmental Delay Therapy as defined by INPP England investigates the effects of underlying physical factors such as immature balance, coordination, visual and auditory processing on learning and classroom achievement. We undertake clinical assessments and supervise remedial programs using specific developmental movement methods devised at INPP.
This presents a second chance for children with a variety of learning disorders such as Dyslexia, Dysgraphia, ADD, and Auditory Processing issues to complete that step in their developmental maturity.
Many problems with reading, writing, spelling, math, concentration, under-achievement and behavior have their roots in immature development of physical abilities which are the critical foundational support to so many aspects of learning.
Through detailed assessments of children's physical abilities from general coordination and balance needed for posture, coordination and ability to sit still, to the eye movements needed for reading, writing, copying and catching a ball, we determine where in the developmental remedial exercises process for the child needs to begin. These exercises are carried out by parents at home on a daily basis 15 minutes per day.
While there can be many social and educational reasons for specific learning difficulties, physical abilities underpin every aspect of learning; from the eye movements needed for reading, hand-eye coordination for writing, sequencing for learning tables, days of the week, months of the year etc. to spatial awareness involved in solving certain mathematical problems and for social interaction with other children and adults. When these problems are corrected, children can start to achieve.
The length of the program is intended for 12-18 months. Depending on the age of the child the timeline may vary.