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TEACHER TRAINING SESSIONS

Boost-Up Developmental Movement Program For Schools 

Through BOOST-UP: Developmental Movement Program, teachers can help many children before they fail and help assist those who are failing. We believe developmental movement programs should be part of every school’s curriculum and carried out on a daily basis.  This will ensure that children are developmentally ready for learning.  Teachers can then teach effectively.

Training schedule:

  • June 23-26 2008

  • July 8-11, 2008

  • July 22-25, 2008

  • August 5-8, 2006

The Children’s Academy for Neurodevelopment & Learning  promotes learning readiness by addressing causes of common learning problems.  One way we achieve this is through our BOOST-UP Developmental Movement Program for Schools. 

Many of our children are entering school today without the physical readiness skills necessary to perform expected school tasks.  These children are falling behind and/or failing in our schools because they are not developmentally ready for school.  It is the job of the schools to help these children develop the readiness skills necessary for success in school. 

The basic curriculums used in the elementary schools today assume that children have reached a certain level of development.  It is assumed that children see clearly what is printed in front of them and that they see a clear, single image.  It is also assumed that children have developed the finely coordinated muscle control in the eyes necessary to follow along and read in a book with the ability to maintain reading place and not unknowingly miss words or entire sentences.  In addition to this, it is also assumed that children will have already developed or will naturally develop the large muscle skills necessary to coordinate the fine muscles movements required for activities such as writing, cutting and coloring. 

“DEVELOP” is the key word.  Many of these children who show up without the readiness skills for school do not develop these skills by simply performing the academic tasks in school.  Instead these children become frustrated and fall even further behind. 

Movement organizes the brain. If as a Country every public and private school placed emphases on basic movement skills and less on academic readiness to all pre-school and kindergarten students; as well as new students from other countries; ADD/HD and/or Learning struggles could, in most cases, be eliminated allowing these students to excel.  America would become leaders in education of the world. Providing opportunity for learning basic movement skills has a powerful effect on the general organization of the nervous system.  Teachers can then teach effectively.

Typical signs of disorganization include

  • inability to concentrate or stay focused

  • inability to sit still

  • difficulty completing tasks

  • reading, writing, spelling and math difficulties

  • fine and gross motor skill delays

We, as teachers, need to be able to have handy a curriculum for working with children to develop their readiness skills.  We need to be able to target those children in our classrooms who have not developed these skills and we need to know what to do to help. 

Many types of movement programs are available to schools. Few include the developmental exercises that replicate the child’s developmental pattern. While we are not sure why so many children fail to progress through the developmental stages, we have learned through worldwide efforts and research that repetition of movements children make in the course of their development is a vital component of therapy to either prevent or remediate problems.

Training courses

Our Developmental Movement Program is made available through four-day teacher training courses to empower teachers with the knowledge and skills needed to implement a 30-minute daily movement program into the P. E. or Resource Room curriculum.

Topics covered:

  • Neurological development of the child

  • Role of reflexes in learning difficulties

  • Neurological and other factors in ADD, ADHD, Dyslexia, and so on

  • Role of the visual and auditory systems in learning

  • Nutrition and environmental factors that impact on learning

  • The sequence of movements needed for healthy neurological development

  • Movements to enhance neurodevelopment

Changes that have been observed in children undergoing our Developmental Movement Program:

  • Improved task completion

  • Speed of processing information increases

  • Improvement in eye-tracking and other eye movements raising all academic skills

  • Quality of handwriting and drawing improves (fine motor improvement)

  • Child is able to concentrate and focus longer

  • Child’s level of hyperactivity and impulsiveness decreases

  • Participation in sport and music increases

  • Behaviors improve

  • Able to learn easier

  • Self-esteem and confidence rises

It is proving to be a useful, cost and time effective strategy for schools to help learners achieve closer to their potential.

Where are the courses held?

The Canlearn Resource Training Center
 600 W. Cora St. Spokane, WA 99205
 Phone: (509) 624-3109
 Email: kidscanlearn@msn.com
Fax: (509) 326-0436
 Cost: $500.00 per person includes materials, supplies and snacks

            For more information or a free Boost-Up evaluation, call CAN LEARN
at (509) 624-3109 or e-mail:  

kidscanlearn@msn.com

We help support siblings of special needs children.


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We also help Normal, Gifted and Accelerated Learners

CHRISTIAN ACADEMY:
Spokane, WA 99205  *   (509) 624-3109  

E-mail:   kidscanlearn___@___msn.com
(copy email and remove two ___ spaces to limit spam)

Being the 'Best I Can Be'  learning to live with prenatal exposure brain damage.
Alcohol - meth - cocaine - heroin - marijuana exposure in the womb.

PARENTS NOTE: "Programs and activities are recommendations only and are not medical, therapeutic or psychological prescriptions. They are based on the experience of a Neurodevelopmentalist and represent suggestions to the family. Every parent needs to assume the responsibility for their own child and make their own decisions as to the techniques and methodologies to use with their child. "
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