Thursday, October 16, 2008
Wednesday, October 15, 2008
Our Work.....
对象:
Normal Kids通儿童 Special Kids 特殊儿童 DownSyndrome唐氏儿 Autism自闭儿
ADHD 过动儿 Brain Damaged脑伤儿 Mix Syndrome混合问题
Normal Kids;
普通儿童
Sensory Integration Dysfunetions感觉统合失调
Learning Difficulties学习困难 Dsylexia阅读困难
Dsycalculia数学困难 Dsygraphia书写困难
Attention Deficit注意力不足 Emotional Problem情绪问题
1 Sensory Integration Training
感觉统合培训
2 Vava Fun Learning Programme
娃娃学习乐课程
3 Study Group
学习小组
(Target: children with learning difficulties
针对学习困难的儿童)
4 Gaming Therapy
游戏治疗
5 Floortime Model
地板游戏法
6 Evaluation
专业评估
7 Fear Not Sensory Integration Camp
勇者无惧感觉统合挑战营
Normal Kids通儿童 Special Kids 特殊儿童 DownSyndrome唐氏儿 Autism自闭儿
ADHD 过动儿 Brain Damaged脑伤儿 Mix Syndrome混合问题
Normal Kids;
普通儿童
Sensory Integration Dysfunetions感觉统合失调
Learning Difficulties学习困难 Dsylexia阅读困难
Dsycalculia数学困难 Dsygraphia书写困难
Attention Deficit注意力不足 Emotional Problem情绪问题
1 Sensory Integration Training
感觉统合培训
2 Vava Fun Learning Programme
娃娃学习乐课程
3 Study Group
学习小组
(Target: children with learning difficulties
针对学习困难的儿童)
4 Gaming Therapy
游戏治疗
5 Floortime Model
地板游戏法
6 Evaluation
专业评估
7 Fear Not Sensory Integration Camp
勇者无惧感觉统合挑战营
Tuesday, October 14, 2008
What is Sensory Integration
What is Sensory Integration (SI)?
Sensory Integration, simply put, is the ability to take in information through senses (touch, movement, smell, taste, vision and hearing), to put it together with prior information, memories and knowledge stored in the brain and to make a meaningful response. SI occurs in the central nervous system and is generally thought to take place in the mid-brain and brainstem levels in complex interactions of the brain responsible for such thing as coordination, attention, arousal levels, autonomic
Functioning, emotions, memory, and higher level cognitive functions.
In 1972, an US educationist Dr. Ayers revealed that 10% - 30% among children between 3-13 years old had such characteristics poor concentration, poor memory, inattentive impulsive, inability in delivering expression, timid, stammer, unsocial, lachrymose etc. She also found that the factor leads to all these problems is Sensory Integration Dysfunction, she stated “Good sensory processing enables all the impulses to flow easily and reach their destination quickly. Sensory Integrative dysfunction is a sort of traffic jam in the brain. Some bits of sensory information get tied up in traffic and certain parts of the brain do not get the
Sensory information they need to do their jobs.”
What is Sensory Integration Dysfunction (SID)?
Sensory Integration Dysfunction is the inability of the brain to correctly process information brought in by the senses. SID or sensory processing deficits can come in many different forms. The way of living in urban area such as : small activity space, air-conditional, over-protected, less playmates can cause difficulty in processing and organizing sensory information. Sensory integration Dysfunction is treatable through Sensory Integration Training , not medicine.
Sensory Integration Dysfunction or Disorder can greatly influence children’s ability to function, but also can be so subtle that they easily go unrecognized. It is easy to attribute Behaviors and reactions to other cause such as : “He’s stubborn, lazy or doesn’t want to do it,” or “She’s spoiled, shy or headstrong” or to consider it within the norms of the wide range of personality and development characteristics of young children.It is important to identify and address sensory integrative dysfunction to enable the child to function at his or her optimum level and to minimize disruption in family life.
Who has problems with Sensory Integration?
A child who, although bright, may has difficulty using a pencil, playing with toys, or doing self-care tasks, like dressing. Perhaps you have seen a child so fearful of movement that ordinary swings, slides, or jungle gyms generate fear and insecurity. Or maybe you have observed a child whose problems lie at the opposite extreme uninhibited and overly active, often falling and running headlong into dangerous situations. In each of these cases, a sensory integrative problem may be an underlying factor. Its far-reaching effects can interfere with academic learning, social skills, even self esteem.
Research clearly identifies sensory integrative problems in children with developmental or learning difficulties. Independent studies show that a
sensory integrative dysfunction can be found in up to 70% of children who are considered learning disabled by schools.
Sensory integrative problems are not confined to children with learning disabilities. However, numerous studies indicate that learning disabled children are at risk for later delinquency,criminality, alcoholism and drug abuse. Repeated failure in school open the door to self-destructive activities. By interrupting the vicious cycle of failure, intervention to help children with sensory integration and learning problem may also prevent serious social problem later in life.
What do we do with the Sensory Integration Training ?
In WT Learn and Excel Sensory Integration Classroom, if a child is suspected of having a sensory integrative disorder, an evaluation will be conducted and analyzed, after that we will make recommendations regarding appropriate treatment.
The child will be guided through activities that challenge his or her ability to respond appropriately to sensory input by making a successful, organized response. Such active involvement and exploration will enable the child to become a more mature, efficient organizer of sensory information.
SI training in WT learn and excel focuses on the tactile, vestibular and poprioceptive system. This training does not teach specific skills, it provides exposure to sensory input in a controlled environment . We have helped a lot of children, their performance is improving significantly.
Please take attention if your child have below characteristics:
-Distractible hyperactive, or uninhibited
-Poor memory
-Afraid of certain subject without reasons
-Psychological barriers
-Poor in communication or pronunciation
-Coward
-Clumsy
-Loves to spin, swing and jump
-May tire easily, do not like reading
-Very impulsive
-Oversensitivity or undersensitivity to smells
-May have an exceptionally high pain tolerance
-Resists new situations
-Dissocial
-Self-distrustful
-Hypersensitive, constantly be crashing into things seeking extra stimulation
-Hypersensitive , avoid being touched or touching things when at all possible.
Sensory Integration, simply put, is the ability to take in information through senses (touch, movement, smell, taste, vision and hearing), to put it together with prior information, memories and knowledge stored in the brain and to make a meaningful response. SI occurs in the central nervous system and is generally thought to take place in the mid-brain and brainstem levels in complex interactions of the brain responsible for such thing as coordination, attention, arousal levels, autonomic
Functioning, emotions, memory, and higher level cognitive functions.
In 1972, an US educationist Dr. Ayers revealed that 10% - 30% among children between 3-13 years old had such characteristics poor concentration, poor memory, inattentive impulsive, inability in delivering expression, timid, stammer, unsocial, lachrymose etc. She also found that the factor leads to all these problems is Sensory Integration Dysfunction, she stated “Good sensory processing enables all the impulses to flow easily and reach their destination quickly. Sensory Integrative dysfunction is a sort of traffic jam in the brain. Some bits of sensory information get tied up in traffic and certain parts of the brain do not get the
Sensory information they need to do their jobs.”
What is Sensory Integration Dysfunction (SID)?
Sensory Integration Dysfunction is the inability of the brain to correctly process information brought in by the senses. SID or sensory processing deficits can come in many different forms. The way of living in urban area such as : small activity space, air-conditional, over-protected, less playmates can cause difficulty in processing and organizing sensory information. Sensory integration Dysfunction is treatable through Sensory Integration Training , not medicine.
Sensory Integration Dysfunction or Disorder can greatly influence children’s ability to function, but also can be so subtle that they easily go unrecognized. It is easy to attribute Behaviors and reactions to other cause such as : “He’s stubborn, lazy or doesn’t want to do it,” or “She’s spoiled, shy or headstrong” or to consider it within the norms of the wide range of personality and development characteristics of young children.It is important to identify and address sensory integrative dysfunction to enable the child to function at his or her optimum level and to minimize disruption in family life.
Who has problems with Sensory Integration?
A child who, although bright, may has difficulty using a pencil, playing with toys, or doing self-care tasks, like dressing. Perhaps you have seen a child so fearful of movement that ordinary swings, slides, or jungle gyms generate fear and insecurity. Or maybe you have observed a child whose problems lie at the opposite extreme uninhibited and overly active, often falling and running headlong into dangerous situations. In each of these cases, a sensory integrative problem may be an underlying factor. Its far-reaching effects can interfere with academic learning, social skills, even self esteem.
Research clearly identifies sensory integrative problems in children with developmental or learning difficulties. Independent studies show that a
sensory integrative dysfunction can be found in up to 70% of children who are considered learning disabled by schools.
Sensory integrative problems are not confined to children with learning disabilities. However, numerous studies indicate that learning disabled children are at risk for later delinquency,criminality, alcoholism and drug abuse. Repeated failure in school open the door to self-destructive activities. By interrupting the vicious cycle of failure, intervention to help children with sensory integration and learning problem may also prevent serious social problem later in life.
What do we do with the Sensory Integration Training ?
In WT Learn and Excel Sensory Integration Classroom, if a child is suspected of having a sensory integrative disorder, an evaluation will be conducted and analyzed, after that we will make recommendations regarding appropriate treatment.
The child will be guided through activities that challenge his or her ability to respond appropriately to sensory input by making a successful, organized response. Such active involvement and exploration will enable the child to become a more mature, efficient organizer of sensory information.
SI training in WT learn and excel focuses on the tactile, vestibular and poprioceptive system. This training does not teach specific skills, it provides exposure to sensory input in a controlled environment . We have helped a lot of children, their performance is improving significantly.
Please take attention if your child have below characteristics:
-Distractible hyperactive, or uninhibited
-Poor memory
-Afraid of certain subject without reasons
-Psychological barriers
-Poor in communication or pronunciation
-Coward
-Clumsy
-Loves to spin, swing and jump
-May tire easily, do not like reading
-Very impulsive
-Oversensitivity or undersensitivity to smells
-May have an exceptionally high pain tolerance
-Resists new situations
-Dissocial
-Self-distrustful
-Hypersensitive, constantly be crashing into things seeking extra stimulation
-Hypersensitive , avoid being touched or touching things when at all possible.
什么是感觉综合？
欢乐园特殊感觉综合训练
欢乐园特殊综合训练包括萍衡，前庭，本体和触觉刺激的活动。 训练中指导儿童参与各种活动。这些活动是对儿童能力的挑战，要求他们对感觉输入作出适应的反应，新设计的活动逐渐增加对儿童的要求，是他们有组织，反应更成熟。在指导活动的目标的过程中，重点应放在自动的感觉过程上，而非指导儿童如何作反应。在一个学习活动中，涉及的感觉系统越多，学习的效果越好。
感觉统合训练过程几乎是让儿童感到愉快，对儿童来说，治疗就是玩，涉及一个游戏气氛不只是为了愉快，而是让儿童更愿意参与，而从训练中获得更多的收益，为儿童获得一个肯定的成长经验。
儿童感觉统合训练前需进行感觉统合测试，检查和诊断孩子的感觉统合失调程度和智力发展水平，然后制定训练课程，通过一些特殊研制的器具，以游戏的形式让孩子参与，采取交互式的训练来对儿童的基以及思维进行训练，一般经过1-3个月的训练，就可以取得明显的效果，孩子的学习成绩，逻辑图推理能力，记忆能力，运动协调能力，人际关系，饮食和睡眠，情绪等方面都会令人满意的提高和改善。
感觉统合训练开发后，训练了不少不同程度及问题学生，累积了丰富的经验，取得很好的效果。参与训练的儿童都有不同程度的改善。儿童感觉统合训练适合解决3-13岁的儿童感觉统合失调，用于治疗学习困难或行为问题的儿童，在儿童孤独症的资料上也能起很好的疗效
感觉统合失调的原因很复炸为多元性，目前尚未完全明确，主要与孕育过程中出现的问题及生产方式，出生后的抚养有关。例如：先兆流产，孕期用药，情绪不稳定常处于应激状态，早产，泼妇产，出生后的抚养者少拥抱，没有学会爬就先会走等，当今家庭子女少，多数家长对孩子视为掌上明珠，存在过分保护的问题，儿童应有的摸，爬，滚，打，蹦跳等行为，在发育的自然历程中被人为破坏。儿童该爬的时候爬，日后可能出现协调性，凭很感差，该哭的时候不让苦，口腔肌肉缺乏锻炼，心肺功能减弱。伙伴少了，整天与成人接触，成人化的思维多，儿童缺乏与同龄儿一起玩耍而产生的童真。缺乏运动，缺乏游戏，缺乏大自然的熏陶都是导致儿童感觉统合失调的因数。
欢乐园感觉统合训练的目标
-提供给儿童感觉讯息，帮助开发中的框神经系统
-帮助儿童压制和/或调节感觉信息
-帮助儿挺对感觉刺激做出比较有结构的反应，达到如表示的最后结果，如组织能力，学习能力，集中注意的能力
随着教育事业和儿童保健工作的发展。尤其对素质的重视，目前，世界对儿童感觉统合失调问题，给予了普遍的关注。
著名世界儿童感觉统合大师—爱尔丝博士与1972年在3-13岁的儿童发现有10%-30%的儿童出现下列症候群：注意了不以集中，记忆力差，着实丢三落四，挑比多栋人性，行为冲动；有的将化解把不流畅，词不达意;有的又易紧张，胆小，退缩，偏执,爱哭，不合群。爱尔丝博士发现它并不是智能发育有问题也不是教育上的问题，而是儿童大脑功能发育不协调，与大脑整合功能不完善不健全有关，需要进行心理训练来加以矫正。
感觉统合失调的儿童在年幼时也许不会表现出来，有的家长还认为孩子特别灵活，使聪明的表现，有的家长认为孩子调皮一点长大后自己好的。可是到了学龄期，发现孩子在学习能力和性格上表现得十分笨拙，人际关系敏感或社交退缩，心理素质差，让家长和老师非常操心。有的家长给孩子吃药打针等，但收效甚微，有的家长对孩子又打又骂，恨铁不成钢，造成了孩子的学习基础差，人际关系发展受到影响。严重者出现厌学，逃学，撒谎等行为问题，甚至会出现品行障碍，长大就会延续为人各障碍，变成罪犯的一群。
什么是感觉统合？
感觉统合是大脑的功鞥，幼儿在成长过程中透视听嗅味触，平衡力等接受外界寻息，经由感觉神经转达到大脑，脊髓等中__神经。由大脑整理，组织后所作出的一系列反应。从转达讯息，经大脑整理，记忆，学习到所作出的反应的整个过程就叫感觉统合。
什么是感觉统合失调?
近年来，随着小家庭及都市化的生活，父母对孩子过的保护，激烈的教育方式，活动空间的不足，长期使用冷气都会阻碍感觉学习，赵城神经系统无法健全的发展。队医这种失调，儿童必须通过一系列的感觉统合训练来强化，而非通过药物。
感觉统合有什么影响?
儿童感觉统合失调主要表现为视觉感，听觉感，本体不良，动作不协调，前庭平衡功能失调，触觉过分敏感等。具体表现是很好动不安，注意力不集中，上课不专心，爱做小动作，爱挑三拣四，很难与人相处，不能考虑别人的需要，有的孩子语言发展迟缓，孩子常表现不听话，老师的话合作也都记不住，个人表现缺乏自信，小鸡退缩，语言和行为表现卓嘴笨思和笨手笨脚，紧张，孤僻，不合群，惹是生非，有偏食或暴饮暴食的现象，脾气暴躁，害怕陌生环境，吸手指或爱咬指甲，爱哭，爱玩弄生殖器等，感觉俄统合和学习困难是不可分隔的，感觉统合不足会引发许多的学习困难例如书写障碍，阅读障碍，数学障碍，注意力障碍等。
谁需要感觉统合训练？别误以为感觉统合只是针对特殊问题儿童，感觉统合使每个儿童成长过程中必须的学习。因此每个儿童都能通过感觉统合的游戏方法加强或改善感觉统合的问题
爸爸妈妈们，您的孩子是否有下列的问题：
-好动不安，注意力不集中
-无原因的害怕某些科目
-心理障碍多自言自语，无法与他人沟通
-看似聪明，却胆小不敢表现
-易跌倒或撞到周围的事物
-咬手指或无法戒除奶嘴
-缺乏信心鞋子无法写在筐框内，笔画常颠倒
-发粘人，爱哭，心情孤僻
-坐立不安，无法安静
-易吵架
-爱玩旋转游戏而不头晕
-眼睛容易酸，讨厌读书
请别忽视以上的种种现象，这些都是导致学习障碍的导火线。如果你的孩子有以上的问题，请别慌张，别埋怨，别指责。
请面对问题，帮孩子解决困难吧！ 。
欢乐园特殊综合训练包括萍衡，前庭，本体和触觉刺激的活动。 训练中指导儿童参与各种活动。这些活动是对儿童能力的挑战，要求他们对感觉输入作出适应的反应，新设计的活动逐渐增加对儿童的要求，是他们有组织，反应更成熟。在指导活动的目标的过程中，重点应放在自动的感觉过程上，而非指导儿童如何作反应。在一个学习活动中，涉及的感觉系统越多，学习的效果越好。
感觉统合训练过程几乎是让儿童感到愉快，对儿童来说，治疗就是玩，涉及一个游戏气氛不只是为了愉快，而是让儿童更愿意参与，而从训练中获得更多的收益，为儿童获得一个肯定的成长经验。
儿童感觉统合训练前需进行感觉统合测试，检查和诊断孩子的感觉统合失调程度和智力发展水平，然后制定训练课程，通过一些特殊研制的器具，以游戏的形式让孩子参与，采取交互式的训练来对儿童的基以及思维进行训练，一般经过1-3个月的训练，就可以取得明显的效果，孩子的学习成绩，逻辑图推理能力，记忆能力，运动协调能力，人际关系，饮食和睡眠，情绪等方面都会令人满意的提高和改善。
感觉统合训练开发后，训练了不少不同程度及问题学生，累积了丰富的经验，取得很好的效果。参与训练的儿童都有不同程度的改善。儿童感觉统合训练适合解决3-13岁的儿童感觉统合失调，用于治疗学习困难或行为问题的儿童，在儿童孤独症的资料上也能起很好的疗效
感觉统合失调的原因很复炸为多元性，目前尚未完全明确，主要与孕育过程中出现的问题及生产方式，出生后的抚养有关。例如：先兆流产，孕期用药，情绪不稳定常处于应激状态，早产，泼妇产，出生后的抚养者少拥抱，没有学会爬就先会走等，当今家庭子女少，多数家长对孩子视为掌上明珠，存在过分保护的问题，儿童应有的摸，爬，滚，打，蹦跳等行为，在发育的自然历程中被人为破坏。儿童该爬的时候爬，日后可能出现协调性，凭很感差，该哭的时候不让苦，口腔肌肉缺乏锻炼，心肺功能减弱。伙伴少了，整天与成人接触，成人化的思维多，儿童缺乏与同龄儿一起玩耍而产生的童真。缺乏运动，缺乏游戏，缺乏大自然的熏陶都是导致儿童感觉统合失调的因数。
欢乐园感觉统合训练的目标
-提供给儿童感觉讯息，帮助开发中的框神经系统
-帮助儿童压制和/或调节感觉信息
-帮助儿挺对感觉刺激做出比较有结构的反应，达到如表示的最后结果，如组织能力，学习能力，集中注意的能力
随着教育事业和儿童保健工作的发展。尤其对素质的重视，目前，世界对儿童感觉统合失调问题，给予了普遍的关注。
著名世界儿童感觉统合大师—爱尔丝博士与1972年在3-13岁的儿童发现有10%-30%的儿童出现下列症候群：注意了不以集中，记忆力差，着实丢三落四，挑比多栋人性，行为冲动；有的将化解把不流畅，词不达意;有的又易紧张，胆小，退缩，偏执,爱哭，不合群。爱尔丝博士发现它并不是智能发育有问题也不是教育上的问题，而是儿童大脑功能发育不协调，与大脑整合功能不完善不健全有关，需要进行心理训练来加以矫正。
感觉统合失调的儿童在年幼时也许不会表现出来，有的家长还认为孩子特别灵活，使聪明的表现，有的家长认为孩子调皮一点长大后自己好的。可是到了学龄期，发现孩子在学习能力和性格上表现得十分笨拙，人际关系敏感或社交退缩，心理素质差，让家长和老师非常操心。有的家长给孩子吃药打针等，但收效甚微，有的家长对孩子又打又骂，恨铁不成钢，造成了孩子的学习基础差，人际关系发展受到影响。严重者出现厌学，逃学，撒谎等行为问题，甚至会出现品行障碍，长大就会延续为人各障碍，变成罪犯的一群。
什么是感觉统合？
感觉统合是大脑的功鞥，幼儿在成长过程中透视听嗅味触，平衡力等接受外界寻息，经由感觉神经转达到大脑，脊髓等中__神经。由大脑整理，组织后所作出的一系列反应。从转达讯息，经大脑整理，记忆，学习到所作出的反应的整个过程就叫感觉统合。
什么是感觉统合失调?
近年来，随着小家庭及都市化的生活，父母对孩子过的保护，激烈的教育方式，活动空间的不足，长期使用冷气都会阻碍感觉学习，赵城神经系统无法健全的发展。队医这种失调，儿童必须通过一系列的感觉统合训练来强化，而非通过药物。
感觉统合有什么影响?
儿童感觉统合失调主要表现为视觉感，听觉感，本体不良，动作不协调，前庭平衡功能失调，触觉过分敏感等。具体表现是很好动不安，注意力不集中，上课不专心，爱做小动作，爱挑三拣四，很难与人相处，不能考虑别人的需要，有的孩子语言发展迟缓，孩子常表现不听话，老师的话合作也都记不住，个人表现缺乏自信，小鸡退缩，语言和行为表现卓嘴笨思和笨手笨脚，紧张，孤僻，不合群，惹是生非，有偏食或暴饮暴食的现象，脾气暴躁，害怕陌生环境，吸手指或爱咬指甲，爱哭，爱玩弄生殖器等，感觉俄统合和学习困难是不可分隔的，感觉统合不足会引发许多的学习困难例如书写障碍，阅读障碍，数学障碍，注意力障碍等。
谁需要感觉统合训练？别误以为感觉统合只是针对特殊问题儿童，感觉统合使每个儿童成长过程中必须的学习。因此每个儿童都能通过感觉统合的游戏方法加强或改善感觉统合的问题
爸爸妈妈们，您的孩子是否有下列的问题：
-好动不安，注意力不集中
-无原因的害怕某些科目
-心理障碍多自言自语，无法与他人沟通
-看似聪明，却胆小不敢表现
-易跌倒或撞到周围的事物
-咬手指或无法戒除奶嘴
-缺乏信心鞋子无法写在筐框内，笔画常颠倒
-发粘人，爱哭，心情孤僻
-坐立不安，无法安静
-易吵架
-爱玩旋转游戏而不头晕
-眼睛容易酸，讨厌读书
请别忽视以上的种种现象，这些都是导致学习障碍的导火线。如果你的孩子有以上的问题，请别慌张，别埋怨，别指责。
请面对问题，帮孩子解决困难吧！ 。
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