We should all be aware that a study on hearing of adolescents shows an increase in adolescent deafness. Should not come as a surprise as we see youngsters, joggers etc with headphones where the ear piece fits into the ear, listening to music through them but sadly, at too loud a volume. I can see the advantage of these headphones. They are neat and not bulky to carry about. They are the trendy thing of the day. However it would be better if we recommended the use of headphones which fit over the ear, where sound has a better chance to escape and used with a player where the volume is limited to a safe level. We have a duty to protect the youngsters and so we should be insisting on volume limitation of playing devices and the recommendation of open headphones.
Many of us may remember the concerts we attended where we know now the volume of music could have had a damaging effect. However we only had very limited exposure. The youth of today are in much greater danger as they can arrange this input, at a continuous dangerous level, for themselves. We need to be training these children from a young age, to take sensible precautions so their hearing is protected.
Monday, 23 August 2010
Thursday, 5 August 2010
Down Syndrome study
The Down Syndrome study was written up and published Monday August 2nd, in an early online before print version of the article scheduled to appear in the Journal Music and Medicine in October 2010 issue.
Reference
Jeyes,G., Newton,C. Evaluation of the Listening Programme in Assessing Auditory Processing and Speech Skills in Children with Down Syndrome
Music and Medicine August2,2010 doi: 10.1177/1943862110371809
It is important that all should be done to reduce difficulties with communication so that the children will benefit more quickly from their education and, continue that benefit as they move into adult life.
Reference
Jeyes,G., Newton,C. Evaluation of the Listening Programme in Assessing Auditory Processing and Speech Skills in Children with Down Syndrome
Music and Medicine August2,2010 doi: 10.1177/1943862110371809
It is important that all should be done to reduce difficulties with communication so that the children will benefit more quickly from their education and, continue that benefit as they move into adult life.
Wednesday, 20 January 2010
As we move towards a General Election Education becomes a topic for all. Cameron seems to think that getting suitably qualified people in the various subject areas is the key. In Primary school it is more important to be a communicator and motivator so children are not turned off learning. There are lots of good teachers around altready but despite all the input in aspects of teaching the results have not reflected the effort.
I work with brighter children as well as those struggling and I am astounded at the problems I pick up. A brighter child may achieve average but they should do better. A lot of children have excellent hearing but they cannot shut out extraneous noise which distracts or, distinguish clearly between the sounds in words. This impacts on reading, spelling and memory at the least. Retained reflexes mean the child is having to use compensatory strategies to overcome difficulties which requires lots more effort. The children need to be effective learners.
Having a good teacher alone is not enough. The child needs to be an effective learner to learn with ease and gain success from their efforts. We can do so much more to help them and early intervention is the key.
I work with brighter children as well as those struggling and I am astounded at the problems I pick up. A brighter child may achieve average but they should do better. A lot of children have excellent hearing but they cannot shut out extraneous noise which distracts or, distinguish clearly between the sounds in words. This impacts on reading, spelling and memory at the least. Retained reflexes mean the child is having to use compensatory strategies to overcome difficulties which requires lots more effort. The children need to be effective learners.
Having a good teacher alone is not enough. The child needs to be an effective learner to learn with ease and gain success from their efforts. We can do so much more to help them and early intervention is the key.
Wednesday, 6 January 2010
Have been requested to submit recent studies to a journal on Music. I am now in process of converting studies to manuscript stlye requested by journal but should get it done by end of this week.
In academia they work from some minute part of the brain trying to understand how it works and to define difficulties. The teacher and developmental practitioner work from the child, where they have to work with brain and all senses together. Proof of the developmental work being effective comes from the changes in behaviour and improved academic progress. We are at a point where academia is still trying to define the problems but developmental practitioners have at least some of the answers and are effective.
In academia they work from some minute part of the brain trying to understand how it works and to define difficulties. The teacher and developmental practitioner work from the child, where they have to work with brain and all senses together. Proof of the developmental work being effective comes from the changes in behaviour and improved academic progress. We are at a point where academia is still trying to define the problems but developmental practitioners have at least some of the answers and are effective.
Sunday, 4 October 2009
Graphs etc
The graphs are now in. Those from the Down Study are a bit random in size but the study can also be viewed at The Down Library.
I have included the selection of case studies in order to help people to be aware that the prospects for children are not set in stone. There are improvements that can be made.
To me it is vitally important that we address underachievement as well as the different labels because these children of higher intelligence are vital to the prosperity of the country in the future and they will be the ones with the responsibility for providing for those less able to fend for themselves.
In a letter published in The Times newspaper and also in an article in their debate section a few years ago I suggested that children who cannot succeed in education express their frustration in adverse behaviours both introverted and extroverted, leading to expenditure in the public sector on health, justice and social care to deal with anti social behaviour and other effects of failure to achieve. In some cases the problems are handed down from generation to generation and in others they are emerging anew. When I see a child achieve I see changes in the whole family as a result.
The Government has shown initiative in raising the effectiveness of the teacher and addressing the social side with Sure Start and these are both very important parts of the education system but, results have been seen to plateau. The effectiveness of the child as a learner is the missing link. Learning is not done to the child but the child has to actively participate. They need to be ready for learning. Introducing training earlier does not address the problem of the ineffective learner but rather compounds the problem.
There is much evidence to support developmental intervention but it is ignored and by inference this discredits it. We concentrate on labelling children and coping strategies but we can and should , in my opinion, be doing a lot more.
Want to see a bit about this for yourselves and you could look at Utube, 'Moving Towards Success' which gives a glimpse of what can be done using developmental programmes
illustrated by examples of real people in real schools.
I have included the selection of case studies in order to help people to be aware that the prospects for children are not set in stone. There are improvements that can be made.
To me it is vitally important that we address underachievement as well as the different labels because these children of higher intelligence are vital to the prosperity of the country in the future and they will be the ones with the responsibility for providing for those less able to fend for themselves.
In a letter published in The Times newspaper and also in an article in their debate section a few years ago I suggested that children who cannot succeed in education express their frustration in adverse behaviours both introverted and extroverted, leading to expenditure in the public sector on health, justice and social care to deal with anti social behaviour and other effects of failure to achieve. In some cases the problems are handed down from generation to generation and in others they are emerging anew. When I see a child achieve I see changes in the whole family as a result.
The Government has shown initiative in raising the effectiveness of the teacher and addressing the social side with Sure Start and these are both very important parts of the education system but, results have been seen to plateau. The effectiveness of the child as a learner is the missing link. Learning is not done to the child but the child has to actively participate. They need to be ready for learning. Introducing training earlier does not address the problem of the ineffective learner but rather compounds the problem.
There is much evidence to support developmental intervention but it is ignored and by inference this discredits it. We concentrate on labelling children and coping strategies but we can and should , in my opinion, be doing a lot more.
Want to see a bit about this for yourselves and you could look at Utube, 'Moving Towards Success' which gives a glimpse of what can be done using developmental programmes
illustrated by examples of real people in real schools.
Case studies
I have uploaded my case studies across the labels but still no graphs included. This is in the process of being sorted so hopefully will be done this next week . Apologies.
Even without the graphs the message is that, using Primary Movement and, listening training from ABT, there are improvements for all in the academic area, naming speed etc. whatever the label.
Early intervention using such programmes as EASIE can start remediation from nursery up and avoid children experiencing demoralising failure whilst waiting for that point of assessment for a label, not that a label remediates the problem.
Even without the graphs the message is that, using Primary Movement and, listening training from ABT, there are improvements for all in the academic area, naming speed etc. whatever the label.
Early intervention using such programmes as EASIE can start remediation from nursery up and avoid children experiencing demoralising failure whilst waiting for that point of assessment for a label, not that a label remediates the problem.
Friday, 18 September 2009
The conference 'Children Matter' went well. It showed overwhelmingly that listening and movement interventions raise achievements and do so much more across the labels, dyslexia, dyspraxia, dyscalculia, ADHD, autism and underachievement.
I've put my study on autism and the listening programme, showing how auditory skills improve with intervention, on my website. I've also put up the poster on Down Syndrome which was presented at The World Symposium for Down Syndrome 2009 in Dublin. The graphs appear missing on the website though they show on my updater so will have to address that this next week. Have still to put up case studies for different labels.
The idea is to show how integration of reflexes and improving auditory skills help all children , whatever the label. If these were addressed for all it would be possible to look at what else remains. Naming speed improves for all with interventions and labels.
It goes to prove that achievement can be raised through developmental programmes even where there is no extra teaching intervention. Where there is a large deficit in achievement, teaching would help bridge the gap because. the developmental programmes only make the children more effective learners, they do not teach the child.
I came into this work not because we had bad teachers but rather the reverse. We had good teachers but, despite this, some children underachieved.
We can prevent a lot of the problems by putting in developmental programmes in early years. EASIE addresses not only development but listening and it has been useful in nursery, key stage 1 , special schools for autistic and schools catering for traumatised children. OFSTED have approved the use when they have inspected schools using EASIE.
I do not deal with labels as they serve only as an excuse for poor performance. I would far rather see children going through developmental programmes and overcoming their difficulties so they are no longer unable to read at THEIR appropriate level, and can process at an average speed or above , no longer suffer from clumsiness or be derided for their lack of sporting ability. I want them to go on as adults functioning as others , not needing someone at their side to counsel them etc .
Training to cope with reading and number has its place but, after intervention, because it does not increase speed or deal with so many of the other aspects of any label.
I have just taken the Chair of The Developmental Practioners Association . This is a body open to all who work in the developmental field, all allied professions and parents. The aim is to raise the profile of developmental work so all children shall benefit not just those fortunate enough to have parents with the knowledge and the money to go private.
This is something which should be a part of teacher training and should be included in all schools.
There is just no truth in saying that nothing can be done for the children with a variety of labels or otherwise. There may not be a cure for all aspects but with developmental programmes many children would be able to stand unaided when they reach the adult world. With more and more children suffering problems it is a matter of urgency to address the difficulties.
The DPA can be found at www.brainshift.co.uk
I've put my study on autism and the listening programme, showing how auditory skills improve with intervention, on my website. I've also put up the poster on Down Syndrome which was presented at The World Symposium for Down Syndrome 2009 in Dublin. The graphs appear missing on the website though they show on my updater so will have to address that this next week. Have still to put up case studies for different labels.
The idea is to show how integration of reflexes and improving auditory skills help all children , whatever the label. If these were addressed for all it would be possible to look at what else remains. Naming speed improves for all with interventions and labels.
It goes to prove that achievement can be raised through developmental programmes even where there is no extra teaching intervention. Where there is a large deficit in achievement, teaching would help bridge the gap because. the developmental programmes only make the children more effective learners, they do not teach the child.
I came into this work not because we had bad teachers but rather the reverse. We had good teachers but, despite this, some children underachieved.
We can prevent a lot of the problems by putting in developmental programmes in early years. EASIE addresses not only development but listening and it has been useful in nursery, key stage 1 , special schools for autistic and schools catering for traumatised children. OFSTED have approved the use when they have inspected schools using EASIE.
I do not deal with labels as they serve only as an excuse for poor performance. I would far rather see children going through developmental programmes and overcoming their difficulties so they are no longer unable to read at THEIR appropriate level, and can process at an average speed or above , no longer suffer from clumsiness or be derided for their lack of sporting ability. I want them to go on as adults functioning as others , not needing someone at their side to counsel them etc .
Training to cope with reading and number has its place but, after intervention, because it does not increase speed or deal with so many of the other aspects of any label.
I have just taken the Chair of The Developmental Practioners Association . This is a body open to all who work in the developmental field, all allied professions and parents. The aim is to raise the profile of developmental work so all children shall benefit not just those fortunate enough to have parents with the knowledge and the money to go private.
This is something which should be a part of teacher training and should be included in all schools.
There is just no truth in saying that nothing can be done for the children with a variety of labels or otherwise. There may not be a cure for all aspects but with developmental programmes many children would be able to stand unaided when they reach the adult world. With more and more children suffering problems it is a matter of urgency to address the difficulties.
The DPA can be found at www.brainshift.co.uk
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