Or – What We Will and Won’t Do
Our techniques are effective in bolstering reading and learning skills, but also for building self-awareness, self-control, self-image and general health. In this way, the resources are useful for a great many people of varying degrees of need or impediment.
We do not cure pervasive developmental disorders and other DSM diagnoses although many of the techniques described herein can bring benefits to even to the most difficult cases. Specific Reading Disorder (SRD) is perhaps the only exception here; very often the ‘dyslexia’ diagnosis is muddied with a multitude of internal and environmental factors. Our belief is that something like SRD might exist, but it is not nearly as prevalent as is generally touted. Our programs target skills that enable learning, and very often this obviates the need for an SRD diagnosis. We are also pragmatic advocates for families, and recognize that an appropriate diagnosis or recommendation can lead to additional resources through public and private agencies.
For virtually all earnest participants, there are several collateral benefits, and these are very much part of the intent. The simple act of doing the exercises with a child provides for a structure environment and purposeful sequence of activities that lead to building of trust, confidence, planning skills, and active self-valuing. And yes, visual signal acquisition and signal processing skills are both enhanced through the process. Ironically, in some difficult cases, the greater benefits to the stakeholders comes from the collateral benefits more than the improvement of visual skills.
What we can provide (all areas under constant development):
- Assessment of visual signal acquisition (VSA: neuromuscular control, visual posture) and visual signal processing (VSP: perceptual) assessment.
- Diagnosis of vision-related learning impediments.
- Assessment of eye and general health.
- Referral to specialist assessment in psychology, medicine, and other therapies.
- Learning Skills and Threats (‘Learning Situation’) assessments.
- Training for Learning and Vision Therapists
- Visual Skills Training
- Visual Signal Acquisition (Physical/Mechanical)
- Visual Signal Processing (Perceptual/Cognitive)
- Reading Skills: Low-level and high-level processes.
- Awareness Training
- Physical: Laterality and Directionality
- Self-awareness, Self-control
- Health Training – Not available. Coming Soon.
- Physical Conditioning
- Essential Background Information – Content also available at www.drboulet.com
- Optics and Vision
- Commentary on vision and learning.
- Family Supports and Community Education
- Help with locating public and private support services.
- Advocacy with respect to public and private agencies.
- Public education, professional continuing education.