Minds-In-Motion evaluates the student,integrates the mind and body, and improves the student's performance.
Educators know that the ability to learn efficiently and effortlessly is one of the crucial foundations of academic success. Students with learning difficulties will have problems in every area of academic achievement, not because they lack the intelligence to achieve, but because their learning problems stand in the way of absorbing the knowledge they need to succeed.
Likewise, many students without a learning disability are reading well and grasping academic concepts, yet lack eye-hand coordination, have difficulty staying focused, or have sensory issues, causing them to fall short of reaching their full potential.
The latest brain research is proving that because most mental processes involve both sides of the brain, integration problems between the two hemispheres can result in inefficiencies in brain processes. Thus, many children with reading problems, central auditory processing disorders, language delays, and other learning challenges may be suffering from a lack of integration between the two sides of their brain.1 These individuals, in addition to many others who have sensory issues, coordination difficulties, attention deficits, and focusing challenges, have inefficient vestibular (inner ear) systems. Minds-in-Motion directly addresses these neurodeveolpmental discrepancies.
Research suggests that poor integration and inefficient coordination between the numerous brain systems involved in the learning process can be dealt with through sensory integration and motor development exercises. Many scientists are now using balance as the central component to address sensory integration disorders and brain processing inefficiencies that cause learning problems or neurodevelopmental issues. Exercises that improve balance through vestibular stimulation can also improve motor planning, orientation, and behavior.2
Minds-in-Motion uses cutting-edge technology to address these neural integration and vestibular deficit concerns. Only then can true potential be achieved!
1. (Belgau, 2003)
2. (Schrager, 2001)
| 
