Research
using
MRI
(Magneitc
Resonance
Imaging)
brain
scans
has
shown
that
people
with
learning
difficulties,
such
as
dyslexia,
use
different
neural
pathways
from
people
who
learn
more
easily.
This
occurs
because
they
are
expected
to
learn
before
certain
key
stages
of
neural
development
have
taken
place.
The
brain
and
the
nervous
system
respond
to
training
exactly
as
muscles
respond.
You
would
not
expect
somebody
with
underdeveloped
muscles
to
carry
out
actions
requiring
the
use
of
huge
physical
force.
Such
a
person
can
be
expected
to
fail,
with
subsequent
frustration
and
loss
of
self
image;
and
yet,
this
is
exactly
what
we
do
for
complex
neurological
learning
Traditional
education
has
never
really
prepared
us
for
learning.
In
actuality,
it
is a
system
that
constantly
examines
us,
in
connection
with
the
material
that
we
are
given
to
memorise,
process
and
express
in
writing
or
orally.
Unfortunately,
most
children
begin
studying
at
school
before
they
are
neurologically
ready
for
learning.
Many
do
manage
on
their
own:
some
become
mediocre
pupils,
never
reaching
their
full
intelligence
potential;
others
become
'weak'
pupils,
who
are
generally
defined
as
having
learning
difficulties.
Those
with
specific
conditions,
such
as
dyslexia,
tend
to
have
a
particularly
difficult
time
-
with
impact
on
their
self-esteem
and
self-image.
Programme
for
Learning
Difficulties
This
programme
is
structured
to
complete
all
stages
of
development
and
provide
a
solid
basis
for
learning.
1.
Locating
developmental
gaps
and
bridging
them.
The
optimum
condition
for
the
brain
is
when
it
functions
with
full
co-operation
and
synchronisation
between
the
different
areas.
When
we
find
a
gap,
an
intervention
or
series
of
exercises
are
employed
to
bridge
it.
We
start
by
going
back
to
the
sensory-motor
level
and
building
up
from
there,
integrating
the
more
complex
skills
with
the
sensory-motor
skills.
2.
Controlling
and
manipulating
electrical
activity
in
the
brain:
the
brain
waves.
High
frequency
brainwave
activity
is
associated
with
effective
attention
and
learning.
When
a
person
is
asked
to
concentrate
and
to
fulfil
cognitive
tasks,
the
relevant
areas
of
the
brain
are
activated
by
high
frequency
brain
waves.
We
teach
clients
how
to
manipulate
and
control
brain
wave
activity
by:
- Stimulating brain activity for concentrating and performing tasks in a natural way, i.e. without drugs.
- Reducing brain activity for releasing tension and relaxing, i.e.in cases of examination anxiety.
3.
Training
in
two-dimensional
(2D)
perception.
Letters
and
words
are
two-dimensional
symbols,
which
refer
to a
three-dimensional
reality.
The
ability
to
decipher
these
symbols
depends
on
the
well
established
perception
of
direction
and
sequence.
For
example,
the
letters
d,
b, q
and
p
are
the
same
when
perceived
as
three-dimensional
symbols.
Each
becomes
different
in
two-dimensional
perception
according
the
direction
it
faces
and
each
represents
a
very
different
sound.
To
establish
this
type
of
perception,
we
use
an
exercise
known
as
anchoring
the
orientation
point.
This
exercise
establishes
a
sense
of
orientation
and
is
also
the
basis
for
the
perception
of
sequence.
In
some
cases,
the
client
needs
only
this
part
of
the
programme,
and
little
else.
When
the
neurological
structures
for
learning
and
attention
are
well
established,
it
is
possible
to
move
on
to
the
second
part
of
the
programme.
For
this,
we
use
some
exercises
that
are
similar
to
those
of
conventional
methods,
though
we
always
integrate
them
with
earlier
sensory-motor
skills,
in
order
to
effectively
bridge
learning
gaps.
The
final
stage
-
only
if
needed
- is
to
refer
the
student
to
professional
teachers
in
subjects
like
maths,
grammar,
etc.
to
bridge
any
gaps
in
relation
to
the
level
of
their
normal
class.
Summary
This
programme
has
a
comprehensive
approach
to
completing
the
necessary
stages
of
neurological
development.
It
cosists
of
the
following
key
features:
For
further
information,
please
read
more
about
The
Raviv
Method,
which
forms
the
basis
of
this
programme,
or
please
Contact
Us.
