| ADD/ADHD, Learning Disabilities, Behavior Disorders, & Sensory Integration |
| Excerpts from Ed Snapp's,P.T. Article; ADD,ADHD & Other Alphabetical Labels of Learning Disabilities There are few things that are so difficult, embarrassing and demeaning to an intelligent child as being labeled or classified as learning disabled and intermittently separated from his/her classmates to get special help for reading and/or math. These children frequently get help for problems with behavior or hyperactivity. To make matters worse the remedial efforts are seldom adequately effective. Time allotted to remedial work often interferes with other subject areas. Children become disillusioned with school, insecure and despondent regarding their own abilities. Their problems continue. Too often they are medicated with drugs that permit them to function in the classroom, improve their behavior and their grades for the time the medicine is effective but when it wears off the grades and behavior again depreciate and the memory of the method for success is lost. If grades are the only important factor in your child's life than the medication is successful, but if education is the goal the residual effects are insufficient. Long term use of these medications has proven to be potentially harmful to future health. I have found one major problem that pervades all of the classifications of learning disabilities and behavioral disorders. All of them demonstrate deficits in sensory perception that cause inadequate interpretation of tactile, auditory and sensory stimulation. These deficits lead to incorrect concepts, rapid fatigue, and inability to function adequately in classroom activities. Some of the deficits are recognized in infantile "developmental delay". Some are obvious in clumsiness in childhood play. Some children struggle with fine motor activities, with coloring or writing. The problems seem to vary from child to child. The problems can be seen in physical ineptness in people of all ages. Two basic problems are evident: Some of the children have developmental delay or disability. This segment is about the same percentage-wise as it has been in the past. The rest of the children are handicapped by the presentation methods that are not matched to the perception abilities of the students. Acceleration of the curriculum progression that had worked so well in past years exceeded the development of background information. Although some children showed early advances, most failed to relate to the new materials. The new approach was actually inhibiting the learning process, not only for the moment but for future efforts as well. It is obvious that when the presentation of information exceeds the development of background the product is often incorrect. Treatment Approach Installation or reinstatement of basic sensor and response factors in the proper order will correct most of the problems related to learning disabilities, regardless of the label, without medication or "special classes." Learning abilities of virtually all of the students can be enhanced by correcting the presentation methods while the background failures and/or errors are corrected by physical methods and basic presentation. Proper basic developmental activities can improve all aspects of perceptual abilities. Corrected presentation methods can assure perceptual ability for each child in each and all presentations. As the classroom activities progress, it will be observed that virtually all children in the classroom learn on first presentation (with the exception of a few distractions). |
| Chronological Controlled Developmental Education I have found one major problem that pervades all of the classifications of learning disabilities and behavioral disorders. All of them demonstrate deficits in sensory perception that cause inadequate interpretation of tactile, auditory and sensory stimulation, leading to incorrect concepts, rapid fatigue and inability to function adequately in classroom activities. Ed Snapp, P.T. 2004 |
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