Isla was a very active child, whose short concentration span made it difficult for her to stay on track for any period of time. Coupled with finding it hard to take in and retain information, school was increasingly losing its meaning for her. Listen to how she found a new meaning to learning in just two sessions of treatment.
|Located||Bath – Somerset|
|Problem Areas||Reading Issues, Spelling, Clarity of Vision, Working Memory, Writing/Handwriting, Maths, Concentration Span, Copying, Confusion of Left & Right, Number & Letter Reversals, Difficulty Remembering Instructions, Unable to Write in a Straight Line Without Guides|
Anxiety & Frustration Levels, Self Esteem, Comprehension,
|Finished Program||April 2015|
Kirstie – Isla’s Mum: “Isla hadn’t been doing very well at school, at all. She was getting to her second year of school and she wasn’t reading very well. She wasn’t writing at all. Her attention was really, really poor and she was often getting in trouble for distracting people. She found it very difficult to listen.
She’d had eye sight problems from when she was 6 months old. So I kind of put it down to that. But at the end of her reception year, I thought there must be something not quite right. She wasn’t grasping any reading. She would never pick up a book. She’d never want to let me read to her. Her elder sister loved reading, and she loved me reading to her. So I definitely knew then, that something wasn’t quite right.”
CHALLENGES AT SCHOOL
“Her school picked up on her coordination, constantly knocking things over. I picked up on her level of reading by comparing her to her sister. They did say that she struggled with reading & listening. But they didn’t say it could be dyslexia or anything like that. I remember one of her teachers saying “Oh, it will be ok, she’ll catch up by the end of the year.” That was at the beginning of this year. But as we were nearing towards March/April time, that was when I said “No, we need to get her reading, especially before next year. She can’t be going into Year 2 with no reading skills.””
HELP FROM DAD
“My Dad had had a card dropped through the door a couple of months ago about a program. I hadn’t really thought much of it at the time. It was only a couple of months later when I started voicing my concerns to my parents about Isla and her learning at school that my Dad actually said, “Well what about this centre? You know, just go for an assessment.”
What I’d seen in the leaflet and when I read the website was other people’s stories and it wasn’t just about learning. It was about the way they were, their coordination and attention spans. That really sounded like Isla.
I asked them to tell how they could treat her and what it was all about. They explained to me it was all about eye training. Initially I was a little bit worried, because of her eye sight problems. However they said “No it’s absolutely fine, most of our children do have some eye sight problems as well. Come for the assessment and we can go from there.”
We started treatment the following week. Which was just brilliant. I didn’t realise they could fit me in so quickly and it all went really, really quickly from there. I was just over the moon, although quite apprehensive, because I didn’t quite believe all the stories I’d heard. But I thought it was well worth giving it a go anyway.
The first treatment was absolutely fantastic. Isla really, really enjoyed it. She was very over excited, jumping around & she didn’t listen very well, but she really enjoyed it! We drove away from there and she was really, really happy. After about 2 sessions she was getting the hang of it and it was getting to the stage where she couldn’t wait to go to her sessions, which was great! Because before that she’d never really been bothered about school. She found lots of excuses to come home from school, often pulling a ‘sickie’. But since the beginning of the treatment she’s been excited about going to school. She’s been excited about doing the treatment, she’s loved the homework. After a couple of sessions, she actually asked to do the homework, which is quite bizarre!”
PROOF OF THE PUDDING
“We noticed her improvement from the second session. She had moved up a book level by then. By the third session she’d moved up another book level. Then a couple of weeks later her teacher actually came up to me as I picked her up to take her to the sessions and said “I don’t know what’s happening, but her listening is just amazing. Her observation is improved, her coordination’s improved and also her patience and frustration is a lot better. I don’t know what’s happening but it’s just fantastic!” And that was her teacher, saying it to me.
She used to try and read with a reading ruler, which was red and blue. From about half way through the treatment she didn’t read with it at all and she’s gone up now 3 book stages. I was just over the moon and it was really nice to tell Jessie on the last session that it’s three book stages in a matter of weeks. Her handwriting’s really improved. She used to write really big, scrawly, mirrored letters a lot of the time. She’d often miss letters out. Now her writing is a lot smaller, it’s really, really neat. I actually thought it was my other daughters writing, when she came to me with it about 3 weeks ago. Even on the final session, we saw the improvement in her handwriting and it was just amazing! I felt like crying.
It was well worth it, I’d do it again, a million times, definitely. It was well worth it, every single penny! I’ve recommended it to lots of people already.”
|Therapists note: It is not usual for a school to screen for dyslexia until a child is 7 years of age, when it can be more clearly identified.|