When we look to the body as the source of learning and behavioral difficulties, we look primarily at the trainee's motor coordination and sensory functioning. Let us consider a child who has been diagnosed as dyslexic. Through eye motor training (without following a subject or through machines), the child can recover from his dyslexia by exercising the muscles of his eyes in order that his eyes can move easily in every direction at his will. Training the eye muscles to do this means that the child no longer experiences fatigue or muscular tension when reading because his eye muscles become capable of performing the movements involved in reading.
As his eye muscles gets stronger, he will likely enjoy reading more; have the capacity to read for longer periods of time; grasp more concepts because there are no hindrances affecting his ability to read; his self-esteem will likely improve; and he will likely have more energy for other tasks involving cognition, emotional processing, and so on. An issue with eye motor functioning-even a small one-can affect every area of a child's life because of the inherent interconnectedness of the four main human intelligences (Physical-Cognitive-Emotional-Energetic).
While this particular child's difficulties may improve strictly by practicing the eye motor portion of the training program, it is likely that he would benefit from training in all areas. Intelligence Integration works to maximize the ease and fluidity with which every person thinks, speaks, acts, absorbs, contemplates, processes, expresses, and moves. For this reason, I typically recommend the entire training program to each person and adjust the level and intensity of the training program according to each trainee's unique needs and abilities.
The following section been divided into four parts so you can better understand how a particular difficulty can have its root sources in a particular area of the body. When you evaluate the child's motor coordination and sensory functioning, you can determine which intelligence systems create the tension or dysfunction. As a person trains, he increases his coordination and (if applicable) learns to modulate his senses properly, thereby addressing the root cause of the difficulty without medication.
Reading difficulties include, but are not limited to, dyslexia, poor comprehension or retention, disinterest in reading, slow reading pace, losing one's place on the page, getting stuck in the middle of long words, and more.
Eye Motor Coordination and Management:
Of the thousands of clients with whom I have worked, I have never found a dyslexic individual who did not have eye muscle coordination problems. When these trainees succeeded to make these muscles stronger, their reading difficulties improved or disappeared.
Posture:
Poor posture in the head or neck can create difficulty using the eyes in the optimal way, particularly in a manner that allows a person to read easily. For example, if a child cannot move his eyes side-to-side in a straight line or has difficulty focusing in a certain direction, he may tilt his head to compensate for his weak eye motor ability. Tilting his head does not fix the problem at its root source; it creates more problems by affecting the nerves and muscles in the neck and spine. Another child may slouch forward because his eye muscles are strong in the upper visual range and weak in the lower range (and vice versa). In both cases, the child will likely suffer from muscular tension and emotional frustration whether he is aware of the root cause or not.
Hypersensitivity of the Eyes:
Eyes that are hypersensitive to light can be extremely tired on a daily basis. Sometimes just the contrast between black letters and the white of the page can affect the child's ability to read or cause him to feel tired. This fatigue can translate into disinterest in reading or even avoidance. It can also translate into the child's need to release the cumulative tension or to compensate for the fatigue by then acting impulsively, aggressively, impatient, fidgety, and so on.
Hypersensitivity of the Ears:
Oversensitive ears can create many learning dysfunctions, including the inability to maintain focus when reading. Hearing oversensitivity indicates that the person must either suppress or express the tension that is caused by sounds that are bothersome to him. This issue may also translate into disinterest in or avoidance of reading.
Writing difficulties include, but are not limited to, dysgraphia, illegible handwriting, fatigue during writing, writing avoidance, difficulty drawing, and more.
Finger management (both the dominant and non-dominant hands):
By finger management, we refer to the ability to move each finger precisely at will-from a single joint, to a single finger, to the entire hand, to both hands precisely together at the same time. If the muscles of the hand and fingers are weak, or, if the child does not hold the writing utensil efficiently from a mechanical point of view, he may experience pain, fatigue, frustration or more. He might experience similar results tying shoelaces, eating with forks, etc.
Like other issues in coordination, this issue may result in impulsivity, aggression, avoidance, or other behaviors.
Posture:
Poor posture can create pressure on the nerves of the muscles in the shoulders, back, arms, palms, and fingers. Because of this pressure and discomfort, the child will need to find an outlet for the accrual of muscular tension and frustration which may then result in avoidance, crying, disinterest, outbursts, or other behaviors.
Eye Motor Coordination and Management:
For the same reasons that eye motor coordination can affect a child's ability to read (see Reading Difficulties above), a child who has weak eye muscles may not be able to focus on what he is writing or drawing due to fatigue, frustration, or sheer lack of coordination.
Hypersensitivity of the Skin or Hypersensitivity to Pain (Especially in the skin of the arm, palm, fingers, bottom, or back):
Either difficulty can create "weird" or uncomfortable sensations caused by the chair, the writing surface, or the writing utensil itself, which may then create excessive movements in a certain part of the body. This issue can lead to avoidance of or disinterest in writing or drawing.
Hypersensitivity of the Ears:
For the same reasons that hypersensitivity of the ears can affect a child's ability to read (see Reading Difficulties above), a child with this difficulty may struggle to maintain focus or patience when writing or drawing.
Hypersensitivity of the Eyes:
Eyes that are sensitive to light can make the eyes extremely tired on a daily basis. Tired eye muscles can cause disinterest in writing because using the eyes to write or draw causes more fatigue, pain, frustration, or other difficulties. Some children may be affected by the specific type of light being used in the environment in which they are writing or drawing. For example, the fluorescent lights in many classrooms can negatively affect the child's ability to focus on the task at hand.
Crossing the Midline (dysfunctional integration between left and right brain hemispheres):
There are many exercises in the Intelligence Integration training program that address connectivity between left and right brain hemispheres. If the child's use of his brain hemispheres is not well balanced from a neural network point of view, he can have difficulty understanding the spatial relationships involved in writing from left-to-right, especially on a paper that is perpendicular to the table. Some children compensate for insufficient brain hemisphere communication by turning the paper sideways to the table lengthwise and then writing vertically.
Mathematics issues include, but are not limited to, dyscalculia, difficulty with analytical reasoning, spatial awareness, one-to-one number correspondence, or basic math functions such as addition, division, and so on.
Basic body awareness allows a person to be aware of how a single body part functions independently, how it functions as part of a whole, and how the whole functions because of its parts (e.g., one finger has three joints, one hand has five fingers, one person has two hands). When a child succeeds to improve this awareness through training and neural network development, he acquires the basic awareness that allows him to understand concepts such as singular and plural or part and whole. This is the foundation (in part) for improved spatial awareness and better under-standing of physical direction (i.e., up-down, front-back, inside-outside, left-right, near-far, etc.) Without basic body awareness, the child can struggle to grasp basic mathematical concepts.
The child who struggles with an oversensitive sense or any combination of oversensitive senses may struggle with the ability to develop good physical and spatial awareness. Depending on the intensity of sensitivity, the child may simply be so overwhelmed by certain stimuli that he must either express or suppress the resulting tension behaviorally. Hypersensitivity of the senses may also cause the child difficulty in understanding physical, social and personal boundaries. Because hypersensitivity can negatively affect the child's awareness of his physical boundaries, it can also make it very difficult for him to understand the limitation and expansion of numbers on a conceptual level.
Crossing the midline (dysfunctional integration between left and right hemisphere)
All of the issues described in this section thus far can create a huge amount of tension within the body. Because they can cause so much tension, they can also cause an individual to struggle with issues like self-control, emotional regulation, respect for property, respect for others, and social boundaries in general. All tension must be either expressed or suppressed, and even if it is suppressed, it must be or will be expressed eventually in some form. When the dysfunction is corrected at the physical root source, the tension reduces and the person becomes better able to manage his emotional impulses.
Crossing the midline (dysfunctional integration between left and right brain hemispheres):
Poor integration between brain hemispheres creates immense difficulty in managing the emotional impulses (because the left side can't communicate well with the right side, it can't communicate the order to stop the impulse). In my experience, most of the children who improved their gross motor and fine motor abilities to the highest level of the training program succeeded thereafter to manage their emotional impulses effectively. Correcting this difficulty-especially via mastery of the gross motor and fine motor exercises-can improve the management of the impulses quickly.
Just as in behavior management difficulties, any of the root causes described thus far can create focus and concentration issues. When we begin to understand the body in terms of inputs and outputs, we can begin to understand why a sensory mechanism that is hypersensitive can cause behavioral outputs such as inattentiveness, impulsivity, aggression and so on. When a child suffers from a motor coordination dysfunction (not relating to his senses), his lack of focus and concentration most likely stems from the build-up of tension in his body due to the dysfunction, as well as how he deals with this tension. Some children may suppress the tension while others may express it.
Either form of dealing with it can create frustration, fatigue, and an inability to focus on the task at hand. Children who struggle with issues rooted in both sensory dysfunction and motor coordination will oftentimes have the greatest difficulty in functioning. Addressing these issues through training can resolve the focus and concentration issues fast and without medications.
All the Evaluation and Training program can be found at: http://www.intelligence-integration.com
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