Integration of the InTime Technique in the Neurodynamic Program of Assistance to Children with Learning Disabilities

Faina Lazarevna Ratner,Oleg Igorevich Efimov,Victoria Leonidovna Efimova

doi:10.5539/ies.v8n8p210

Abstract

The article describes the results of application of the inTime neuroacoustic training by Advanced Brain Technologies (USA) when they were organizing assistance to children who had learning disabilities. This training optimizes the functional state of the brain by using sounds of various frequency and rhythm. The effectiveness of the inTime technique was monitored by the Complex Auditory Subcortical Evoked Responces (CASER) functional diagnostic test developed by the specialists of the Prognoz Children’s Neurological Center (St. Petersburg, Russia). The article shows that the inTime program improves the effectiveness of intervention to overcome learning disabilities. This method is suggested to be used in schools in order to support learning process of children with learning disabilities as well as to prevent to help children of the risk group.

Highlights

According to the Institute of Age Physiology of the Russian Academy of Education, 15-40% of elementary school students who do not have expressed intellectual, sensory, or motor disorders have learning disabilities (Bezrukikh, 2013; Manchinskaya et al, 2013).Currently in Russia, there is no generally accepted term to define this group of students as well as no unified model of teaching these children
The effectiveness of the inTime technique was monitored by the Complex Auditory Subcortical Evoked Responces (CASER) functional diagnostic test developed by the specialists of the Prognoz Children’s Neurological Center
Speech therapists treat children with dyslexia and dysgraphia, and those who have attention deficit hyperactivity disorder (ADHD) go to a psychologist

Summary

Introduction

According to the Institute of Age Physiology of the Russian Academy of Education, 15-40% of elementary school students who do not have expressed intellectual, sensory, or motor disorders have learning disabilities (Bezrukikh, 2013; Manchinskaya et al, 2013). In Russia, there is no generally accepted term to define this group of students as well as no unified model of teaching these children. Students with reading and writing disorders (dyslexia, dysgraphia) and children with the attention deficit hyperactivity disorder (ADHD) are placed in different groups. Speech therapists treat children with dyslexia and dysgraphia, and those who have ADHD go to a psychologist. Most students with learning difficulties do not receive any specialized care; adults believe the learning difficulties that these children face are the result of their laziness or lack of discipline. Usual disciplinary measures applied to these children do not result in any significant improvements

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