DOCSLIB.ORG

Learn-Journal-2012.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learn-Journal-2012.Pdf LEARN Volume 34, 2012 Learn Cover 2012_Cover 2006.qxd 23/08/2012 15:47 Page 1 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 1 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 2 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 3 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION VOLUME 34, 2012 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 4 LEARN is the Journal of the Irish Learning Support Association. It is published annually. LEARN 2013 Readers are invited to submit papers to be considered for inclusion in the 2013 issue of LEARN. Papers should reach the Editorial Committee, LEARN, ILSA, c/o Drumcondra Education Centre, Drumcondra, Dublin 9, by January 31, 2013. Papers should be relevant to some aspect of Learning Support and should not exceed 3,000 words. For information on electronic submissions please contact the administrator on our website at www.ilsa.ie Executive Committee 2011-2012 Chairperson: Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Vice-Chairperson: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Treasurer: Florence Gavin, c/o ILSA, Drumcondra Education Centre, Dublin 9. Minutes Secretary: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Editor of ‘LEARN’: Matt Reville, c/o ILSA, Drumcondra Education Centre, Dublin 9. Editor of Newsletter : Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Executive Members Margaret Egan, Mary Immaculate College, Limerick. Tony Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Michael O’Reilly, St. Fintan’s N.S., Lismacaffrey, Mullingar. Jean Johnston, Schull Community College, Colla Road, Schull, Co. Cork. Máirín Barry, c/o ILSA, Drumcondra Education Centre, Dublin 9. Noel Fox, c/o ILSA, Drumcondra Education Centre, Dublin 9. Máirín Barry, c/o ILSA, Drumcondra Education Centre, Dublin 9. Yvonne Shields, St. Laurence’s BNS, Kilmacud, Co. Dublin. Fiona O’Connor, Jesus & Mary Primary School, Goatstown, Dublin 14. The Association is concerned with the education and support of children who experience difficulty in learning, whether in special or inclusive settings, and those for whom English is an additional language. Its aims include promoting co-operation between all involved in Learning Support and Resource Teaching and enhancing the quality of the service they offer, through the provision of resources, conferences, lectures and seminars.Besides the journal LEARN, a newsletter is published for members. Application forms for membership of ILSA can be downloaded from our website at www.ilsa.ie Layout and Printing by CRM Design + Print Ltd., Dublin 12 • Tel: 01-429 0007 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 5 CONTENTS Editorial .................................................................................................................................................................. 6 Learning to Draw / Drawing to Learn ...................................................................................... 9 – Michael O’Reilly The inclusion of pupils with autistic spectrum disorder within the primary school: a comparative study of inclusive practice across four schools with two different models of provision ................................ 13 – Michelle Dunleavy A Simple Measurement Task ............................................................................................................ 30 – Florence Gavin The Contribution of TEST 2r to Assessment and Learning in the Early Years Classroom ............................................................................................................ 44 – Pauline Cogan The Impact of Context and Authenticity in Numerical and Mathematical Word Problems .................................................................. 63 – Jerry McCarthy An analysis of Microsoft PowerPoint 2007 as a teaching and learning tool for mainstream and SEN pupils ................................ 88 – John Phayer Some Thoughts on the Professional Development of Learning- Support/Rescource Teachers ......................................................................................................… 103 – Anne English Developing Numeracy and Problem-Solving Skills – A Balanced Approach............................................................................................................................ 115 – Catherine Flanagan Safeguarding Inclusive Education in a Time of Austerity .................................. 126 – Joseph Travers How Studies in Neuroscience Can Inform Teaching and Learning.......... 141 – Fiona O’Connor Differentiating for Language and Literacy Within Subject Areas in Post-Primary Schools ................................................ 150 – Ann Marie Farrell Movement and Learning – Colette Nic Sitric ............................................................................................................ 167 The views expressed in the articles do not necessarily reflect those of ILSA. Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 6 6 Editorial When I behold the economic morass that Europe has been plunged into, I can’t help but recall the opening lines from Dickens’ A Tale of Two Cities. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…” Obviously, in these harsh economic times, education has not escaped its share of cutbacks. There was a political adage some years ago that said “cutbacks hurt the young, the sick and the old”. Unfortunately, that adage is as true today as it was then. Educational cutbacks hurt the young; but as Dr Joseph Travers indicates in his article Safeguarding Inclusive Education in a Time of Austerity, the change in policy from entitlement to a certain level of resources, present since November 1998, to the distribution of a set amount of resources to an expanding student population is a sea change. To quote the CEO of the National Council for Special Education (in Travers article): “The Department of Education and Skills has advised the NCSE that we may no longer allocate resource teaching and special needs assistant posts on a demand-driven basis.” The reality, as Travers asserts, is that in the context of a rapidly expanding student population, and the birth rate has been rising over the last decade, maintaining the same number of resources with extra students is a severe cut in services. It means that existing resources will be diluted further and spread ever more thinly for the foreseeable future. The Department of Education and Skills (DES) introduced a new Literacy and Numeracy Strategy last year (2011). One very disappointing aspect of this strategy is the requirement on all schools to produce an annual report using standardised testing as the sole measure of achievement levels. We know that these tests are unsuitable for administering to children with special education needs and do not measure their achievements. There is clear evidence that assessment for learning, criterion referenced tests and diagnostic assessments offer a far greater opportunity of providing key information that will help to raise standards for children with special education needs. I would urge members not to accept a situation where the performance of many children with special educational needs is recorded for the Board of Management and DES as a number among those excluded from standardised tests. We should insist, in the debates that will rage about this matter, that a separate record, which acknowledges the achievements of special needs children be also placed into the public domain alongside the standardised test results, if we are serious about inclusion. Howard Gardner initially introduced the theory of multiple intelligences to the world through a book: Frames of Mind. The book received many awards, huge Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 7 LEARN 2012 7 media publicity and was ultimately named as one of the most influential books on education of the 20th century. Modern culture appears to value linguistic intelligence and logical-mathematical intelligence above the other intelligences. In this Olympic Year, with the achievements of Katie Taylor and others still fresh in our minds, we should put forward the multiple intelligences theory as a critique of the values of our schools and of our culture. We need to pay far more attention to the neglected intelligences, especially the spacial, bodily-kinaesthetic and musical that may be particular strengths of individuals who have had special difficulties in successfully making their way through our heavily linguistic school system. I am suggesting that we need to re-evaluate the subjects taught in our schools, with an increased emphasis placed on the arts, physical education, nature and other topics that have been traditionally limited to the periphery of the curriculum. In that regard I am delighted that a number of articles in this edition of Learn focus on aspects of learning other than literacy and numeracy. Drawing by Michael O’Reilly with the subtext of Learning to Draw/Drawing to Learn, posits the notion that for children mark making/drawing is about • helping to organise thoughts, feelings and ideas • sharing thoughts, feelings and ideas
Load more

Recommended publications
  • The Voice of Parents Who Have Used Rhythmic Movement Training with Their Child
    The voice of parents who have used Rhythmic Movement Training with their child A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education University of Canterbury College of Education, Health and Human Development Tessa M Grigg 2016 Table of Contents TABLE OF CONTENTS ................................................................................................................ I ACKNOWLEDGEMENTS ........................................................................................................... V ABSTRACT ................................................................................................................................ VI CHAPTER 1. WHY RESEARCH RETAINED PRIMITIVE REFLEXES? ....................................... 1 1.1. AN INTRODUCTION ......................................................................................................................... 1 1.1.1. Aim of the project ................................................................................................................ 1 1.1.2. Research questions .............................................................................................................. 2 1.1.3. Researcher interest in the topic and pre-study understandings ....................................... 2 1.2. REFLEXES DEFINED ......................................................................................................................... 4 1.3. INTRODUCTION SUMMARY ............................................................................................................
    [Show full text]
  • Dyslexia: Quick Fix Or Hard Slog?
    Dyslexia: quick fix or hard slog? Allan Marshall Broomfield School Sabbatical Report Allan Marshall sabbatical report 2008 1 Table of contents Executive Summary 3 Purpose 4 Background 5 Methodology 7 Findings New Zealand Government recognition of dyslexia 8 Alternative programmes available to support dyslexic children 12 Dalwood Assessment Centre and Palm Avenue School, Sydney 16 Implications 19 Conclusions 20 References 21 Allan Marshall sabbatical report 2008 2 Executive Summary Despite a great deal of effort by the MOE, schools, teachers and parents, children who are believed to be dyslexic often show little progress in reading. This is frustrating for teachers, parents and students. Lobby groups such as the Dyslexia Foundation of New Zealand (DFNZ) have worked hard to make the Ministry of Education (MOE) recognise dyslexia as a specific learning disability. The MOE acknowledged that there were still many students who were not achieving and in 2007, it announced that dyslexia was to be formally recognized as a specific learning disability. This was a shift from being non categorical. They now intend to provide specific funding for resources such as web sites, and brochures and resources for parents and teachers. The DFNZ believes that, despite the formal recognition of dyslexia as a learning disability, the MOE’s response has been slow and disappointing. If a child is diagnosed as dyslexic, there is very little clear direction about how to help the child overcome their specific reading problems. Frustrated and anxious parents often turn to expensive commercial programmes that offer ‘quick fixes’ and cures. Unfortunately, no quick fixes are available for dyslexia: dyslexia appears to be ‘for life’ and there is no ‘cure’.
    [Show full text]
  • Research Into Dyslexia Provision in Wales Literature Review on the State of Research for Children with Dyslexia
    Research into dyslexia provision in Wales Literature review on the state of research for children with dyslexia Research Research document no: 058/2012 Date of issue: 24 August 2012 Research into dyslexia provision in Wales Audience Local authorities and schools. Overview The Welsh Government commissioned a literature review, auditing and benchmarking exercise to respond to the recommendations of the former Enterprise and Learning Committee’s Follow-up report on Support for People with Dyslexia in Wales (2009). This work was conducted by a working group, which comprised of experts in the field of specific learning difficulties (SpLD) in Wales including the Centre for Child Development at Swansea University, the Miles Dyslexia Centre at Bangor University, the Dyscovery Centre at the University of Wales, Newport, the Wrexham NHS Trust and representatives from the National Association of Principal Educational Psychologists (NAPEP) and the Association of Directors of Education in Wales (ADEW). Action None – for information only. required Further Enquiries about this document should be directed to: information Additional Needs Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 6044 Fax: 029 2080 1044 e-mail: [email protected] Additional This document can be accessed from the Welsh Government’s copies website at http://wales.gov.uk/topics/educationandskills/publications/ researchandevaluation/research/?lang=en Related Current literacy and dyslexia provision in Wales: A report on the documents benchmarking study (2012) Digital ISBN 978 0 7504 7972 1 © Crown copyright 2012 WG16498 Contents ACKNOWLEDGEMENTS 2 I. INTRODUCTION 3 II. CURRENT DEFINITIONS OF DYSLEXIA 4 III.
    [Show full text]
  • Cogmed Working Memory Training
    PROGRAMME OVERVIEW & IMPLEMENTATION COST/FEES RESEARCH-BASED EVIDENCE *NZD est. based on exchange rate 9/15 Aims to strengthen weak cogniOve capaciOes underlying No published, peer-reviewed evidence available evalua2ng the learning disabili2es through specific cogni2ve exercises. Replaces Annual TuiOon: efficacy of the programme. Anecdotal evidence and unpublished regular school for 3 to 4 years. Students spend 4 periods per day, NZ$15,000 per student Arrowsmith research conducted by Arrowsmith company claims large academic 5 days per week with specially-trained teachers in a 1:10 classroom gains, however, the present scien2fic literature does not provide Program performing computer, auditory, and pen and paper exercises. Training workshop: support for the use of the Arrowsmith programme in the remedia2on Claims a wide range of learning-disabled students will be able to NZ$5,600 + travel to Toronto of learning disabili2es. par2cipate in age-appropriate academic curriculum upon comple2on. IntroducOon to Limited peer-reviewed research support; publica2ons in System of “educaOonal kinesiology” (learning through movement); Brain Gym course: self-funded “Brain Gym Journal” claim gains in cogni2on. Other based on the no2on that learning difficul2es arise from poor NZ$150 peer-reviewed work has labeled Brain Gym as “pseudoscience,” coordina2on between the brain and body. Uses 26 dis2nct exercises due to invalid theoreOcal assumpOons (neurological repa\erning Brain Gym to improve integraOon of specific brain funcOons with body One-on-one training: procedures invalidated, idea that cerebral dominance affects movements. Offered as intensive 2-3 day training courses, 8 sessions: NZ$800 learning repeatedly refuted, and no demonstrated support for typically 8 hours per day.
    [Show full text]
  • Looking for a Quick Fix? Controversial Therapies in the Treatment of Learning and Attention Deficit Disorders
    Looking for a Quick Fix? Controversial Therapies in the Treatment of Language and Learning Disorders Cullowhee Conference – 2016 Jeffrey Black, M.D. Medical Director Luke Waites Center for Dyslexia and Learning Disorders Jeffrey L. Black, M.D. Jeffrey L. Black, M.D. I have no relevant financial relationships with the manufacturer(s) of any commercial product(s) and/or provider of commercial services discussed in this CME activity. I do intend to discuss an unapproved/investigative use of a commercial product/device in my presentation. One of the nation’s leading pediatric centers for the treatment of orthopedic conditions, certain related neurological disorders and learning disorders, such as dyslexia. (214) 559-7815 www.tsrhc.org 1 Jeffrey L. Black, M.D. recognize general characteristics of controversial therapies, describe common unproven therapies, and understand how to advise families. “I have an earache.” 2000 B.C. “Here, eat this root.” 1000 A.D. “That root is heathen, say a prayer.” 1850 A.D. “That prayer is superstition, drink this potion.” 1940 A.D. “That potion is snake oil, swallow this pill.” 1985 A.D. “That pill is ineffective, take this antibiotic.” 2000 A.D. “That antibiotic is artificial, here, take this root.” -- Anonymous Legal requirements for evidence-based educational practice (No Child Left Behind 2002; IDEA Reauthorization 2005). Ineffective treatments may cause harm directly (toxicity, nutrition, interrupt/delay) or indirectly (time, financial burden, guilt, inaccurate attributions). Obligation to provide information about the risks and benefits of treatments. Higher ethical standard than for adult patients because children do not decide on what treatments they receive.
    [Show full text]
  • A Neurodevelopmental Movement Programme for 4-8 Year Old Hearing Impaired Children in the Rural Qwaqwa Region of South Africa
    A neurodevelopmental movement programme for 4-8 year old hearing impaired children in the rural QwaQwa region of South Africa Jó-MARIé VAN DER MERWE BOTHMA 23240865 Thesis submitted for the degree Philosophiae Doctor in Psychology at the POTCHEFSTROOM CAMPUS OF THE NORTH-WEST UNIVERSITY PROMOTOR : Dr. M. Dunn CO-PROMOTOR : Prof. S. Kokot NOVEMBER 2012 ACKNOWLEDGMENTS The completion of this study was a culmination of the support, encouragement, love and enthusiasm of many individuals. I would therefore like to express my sincere appreciation and thanks to each of the following: My promotor, Dr. Munita Dunn, for her continued belief in me, encouragement, and support. Her contribution to this study was valuable and respected. Thank you for all your patience. My co-promotor, Professor Shirley Kokot, for her guidance and expertise in the field of neuropsychology and developmental movement programmes. Your passion in this field is contagious. Professor Martin Kidd of the Department of Statistics and Actuarial Sciences at the University of Stellenbosch for his assistance in the data analysis stage of this study. Mrs. Penny Kokot Louw, for the linguistic and technical editing of this study. The children with hearing impairment at the school who enthusiastically participated in the study. You are the ones that this is all about. Mrs. Steyn, for her permission to conduct this study at the school, as well as Mrs. Audrey Vermeulen, Mrs. Karen Kunz and the school staff, for their contribution to the collection of the data. The North West University Financial Support Services, for granting me a postgraduate bursary, which contributed to covering the financial expenses of this study.
    [Show full text]
  • Behavioural Interventions to Remediate Learning Disorders: a Technical Report
    Behavioural Interventions to Remediate Learning Disorders: A Technical Report 23 March 2015 George Dawson & Stephanie D'Souza Supervised by: Dr. David Moreau PhD & A/Prof. Karen Waldie PhD Centre for Brain Research and School of Psychology The University of Auckland Auckland, New Zealand Contact: [email protected] Behavioural interventions to remediate learning disorders: A technical report TABLE OF CONTENTS I Introduction ............................................................................................................ 3 II Audited Programmes .............................................................................................. 4 A Arrowsmith Programme ........................................................................................ 4 B Brain Gym ........................................................................................................... 8 C Cellfield ............................................................................................................. 17 D Cogmed Working Memory Training ........................................................................ 21 E Coloured Overlays and Lenses (including those from Irlen and The Institute of Optometry) ............................................................................................................. 30 F Danks Davis Dyslexia Tutoring .............................................................................. 34 G Davis Dyslexia ...................................................................................................
    [Show full text]
  • Research Into Dyslexia Provision in Wales Literature Review on the State of Research for Children with Dyslexia
    Research into dyslexia provision in Wales Literature review on the state of research for children with dyslexia PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Research Research document no: 058/2012 Date of issue: 24 August 2012 Research into dyslexia provision in Wales Audience Local authorities and schools. Overview The Welsh Government commissioned a literature review, auditing and benchmarking exercise to respond to the recommendations of the former Enterprise and Learning Committee’s Follow-up report on Support for People with Dyslexia in Wales (2009). This work was conducted by a working group, which comprised of experts in the field of specific learning difficulties (SpLD) in Wales including the Centre for Child Development at Swansea University, the Miles Dyslexia Centre at Bangor University, the Dyscovery Centre at the University of Wales, Newport, the Wrexham NHS Trust and representatives from the National Association of Principal Educational Psychologists (NAPEP) and the Association of Directors of Education in Wales (ADEW). Action None – for information only. required Further Enquiries about this document should be directed to: information Additional Needs Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 6044 Fax: 029 2080 1044 e-mail: [email protected] Additional This document can be accessed from the Welsh Government’s copies website at http://wales.gov.uk/topics/educationandskills/publications/ researchandevaluation/research/?lang=en Related Current literacy and dyslexia provision in Wales: A report on the documents benchmarking study (2012) Digital ISBN 978 0 7504 7972 1 © Crown copyright 2012 WG16498 Contents ACKNOWLEDGEMENTS 2 I.
    [Show full text]
  • Chloe CEN Literacy Presentation
    IF READING SCIENCE IS SO ADVANCED, WHY DO SO MANY PEOPLE READ SO POORLY? Chloë Marshall 14th March 2014 Mind the gap… Seidenberg (2013) If the science is so advanced how come so many people read so poorly? Poor literacy in the UK • 18% of 15-year-olds do not reach the PISA baseline Level 2 of reading proficiency, – level at which students begin to demonstrate the reading competencies that will enable them to participate effectively and productively in life. Mind the gap… Seidenberg (2013) If the science is so advanced how come so many people read so poorly? Examines three possibilities: (a) properties of English orthography (b) how reading is taught (c) impact of language background. Plan of the talk • Interventions for children with reading difficulties • Identification of children with reading difficulties • Concluding remarks Plan of the talk • Interventions for children with reading difficulties • Identification of children with reading difficulties • Concluding remarks Interventions • Target reading itself: – Reading Recovery • Target a range of cognitive processes that underlie reading: – Phonology – Phonogame – Perception of speech sounds – Fast ForWord – Motor activity – Brain Gym, the Dore Programme – Working memory – Cogmed – Visual attention “Extra-large letter spacing improves reading in dyslexia” Zorzi et al (2012) PNAS • Phonological training: – “Although rather successful, this approach is time consuming and difficult to implement in realistic school settings, and the improvements in these subskills do not automatically improve reading” • A dyslexic child reads in 1 year the same number of words as a good reader in 2 days. • How do we get children reading more? • Manipulate print to make it more accessible Why would this work? Results • Dyslexic children were: – 20% faster – 2x more accurate when reading the altered text.
    [Show full text]
  • Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia
    Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia HM Inspectorate of Education Dely L Elliot Julia K Davidson Jon Lewin May 2007 CONTENTS Executive Summary of the key findings v 1 Overview of dyslexia 1 1.1 Introduction and Scope of the Review 1 1.2 Definition of Dyslexia 1 1.3 Background to Dyslexia 2 1.4 Causes 4 1.5 Diagnosis 5 1.6 Interventions 6 1.7 Additional Needs 8 2 Range of approaches used to teach children with Dyslexia 10 2.1 Background 10 2.2 Approaches Used to Teach Dyslexic Learners 10 2.2.1 Additional Support Strategies 11 2.2.2 Development of Phonological Skills 11 2.2.3 Facilitating a Positive Sense of Self 13 2.2.4 Intensive Remedial Instruction 15 2.2.5 Multisensory Teaching System/Approach 16 2.2.6 Partnership Between Parents and Teachers 18 2.2.7 Promotion of Dyslexia Friendly Schools 18 2.2.8 Teaching Based on Learners’ Preferred Learning Style 20 2.2.9 Use of Special Computer Software 22 2.2.10 Use of Suitable Print Size and Background Colour 23 2.2.11 Spelling and Vocabulary Training 23 2.3 Effectiveness of Teaching Approaches and Interventions 25 2.3.1 Case Studies: United Kingdom 25 2.3.2 Case Studies: International 29 3 Implications of the reviewed literature for Scottish Education 33 3.1 Conclusions and Recommendations 33 3.2 Further Recommendations: Examples of best teaching and learning practices with Dyslexic learners 34 Appendix A: A Conceptual Map of the Dyslexia Review 36 Appendix B: Review Method 37 Glossary 40 Bibliography 41 Executive Summary of the Key Findings There is a rich body of research on dyslexia as a product of over one hundred years of research.
    [Show full text]
  • Dyslexia and Adhd - the Miracle Cure Pdf
    FREE DYSLEXIA AND ADHD - THE MIRACLE CURE PDF Wynford Dore | 288 pages | 01 May 2013 | John Blake Publishing Ltd | 9781857826883 | English | London, United Kingdom Dyslexia and ADHD: The Miracle Cure by Wynford Dore Si quieres darte de baja, cierra tu cuenta de SlideShare. Publicado el 27 de oct. An evaluation of the Dore programme. Remarkable success is claimed for this exercise-based treatment that is designed to accelerate cerebellar development. Unfortunately, the published studies are seriously flawed. On measures where control data are available, there is no credible evidence of significant gains in literacy associated with this intervention. There are no published studies on efficacy with the clinical groups for whom the programme is advocated. It is important that family practitioners and paediatricians are aware that the claims made for this expensive treatment are misleading. Parece que ya has recortado esta diapositiva en. Inicio Explorar. Puedes cambiar tus preferencias de publicidad en cualquier momento. The Dore Programme: evaluation. Dore programme and fish oil interve Mostrar SlideShares relacionadas al final. Full Name Comment goes here. Are you sure you want to Yes No. They know how to do an amazing essay, research papers or dissertations. Scott Filostin Practical experience is an integral part of any educational process. Sin descargas. Visualizaciones Visualizaciones totales. Acciones Compartido. Insertados 0 No insertados. Dyslexia and ADHD - the Miracle Cure hay notas en la diapositiva. The Dore Programme: evaluation 1. Curing dyslexia and attention-deficit hyperactivity disorder by training motor co-ordination: Miracle or myth? Journal of Paediatrics and Child Health, 43, Remarkablesuccess is claimed for an exercise-based treatment that is designed to acceleratecerebellar development.
    [Show full text]
  • Attention-Deficit/Hyperactivity Disorder (ADHD): Assessment and Treatment
    Medical Coverage Policy Effective Date ............................................. 1/15/2021 Next Review Date ....................................... 1/15/2022 Coverage Policy Number .................................. 0231 Attention-Deficit/Hyperactivity Disorder (ADHD): Assessment and Treatment Table of Contents Related Coverage Resources Overview .............................................................. 1 Acupuncture Coverage Policy ................................................... 1 Biofeedback General Background ............................................ 3 Cognitive Rehabilitation Medicare Coverage Determinations .................. 19 Complementary and Alternative Medicine Coding/Billing Information .................................. 19 Genetic Counseling Genetic Testing for Hereditary and Multifactorial References ........................................................ 22 Conditions Intensive Behavioral Interventions Neuropsychological Testing Sensory and Auditory Integration Therapy - Facilitated Communication Speech Therapy Transcranial Magnetic Stimulation INSTRUCTIONS FOR USE The following Coverage Policy applies to health benefit plans administered by Cigna Companies. Certain Cigna Companies and/or lines of business only provide utilization review services to clients and do not make coverage determinations. References to standard benefit plan language and coverage determinations do not apply to those clients. Coverage Policies are intended to provide guidance in interpreting certain standard benefit plans administered
    [Show full text]