Hi Rob,
You wrote: I kind of like multisensory approach, but I know it is that....like it...but isn't it more than a multisensory approach. I would like a name that compliments its full function if that is possible. We were chatting that it seems mostly a nondeclarative memory/learning...Maybe we should establish that first...because of the nonconsciousness of nondeclarative memory/learning....I will see what I can find.
Which caused me to recognise the Non-Declarative neural processes that support our Sensory usage.
We are not born with fully functioning senses, where we in fact learn how to use them? Where we develop control through non-declarative learning.
Though within any classroom, a majority of students with a learning difficulty, actually have a particular sense\s dysfunction?
Where in turn, often the dysfunction is a result of having acquired ineffective non-declarative techniques for sensory usage.
The synchronisation of the left and right sides of the body and brain, with separated senses on each side is a problematic area?
Which requires learning/developing of lateral synchronisation so that it is able to be used in an automatic\ non-declarative manner.
Though given that this is initially 'learnt', their is considerable potential for some ineffective lateral developmental learning to have occurred as this non-declarative foundation is established.
For example, it is not uncommon with hearing, to have a 20 milli-second time delay between the left and right ears. Which makes listening to speech most difficult. So that language and literacy development is seriously impeded.
Left and right eye synchronisation is another common problem.
As is left-right body/motor skills coordination. Where proprioception and/or vestibular sensory control is implicated.
Sensory Hyper-Sensitivity is also another notable problem area.
You might not know that we all have a Volume control for our hearing?
Where some people have it turned on Full, all of the time!
I could also list more examples.
Though my basic point, is that these 'Disorders', are in fact, all occurring as a result of a Non-Declarative dysfunction.
But most crucially, this is a 'Learnt' dysfunction, which can be 'Re-Learnt'!
It is not a problem with the Brain, but not having learnt how to use it most effectively.
Having assisted people relearn and overcome the above- mentioned problems, I can attest to the validity of this proposition.
Though Rob, the crucial issue that you made me realise, is that these and many other developmental learning disorders.
In fact come under the single banner of a Non-Declarative Dysfunction.
Which vitally, are Learnt Dysfunctions!
That can be Re-Learnt!
As a result, I am now considering writing a 'paper' proposing the introduction of a comprehensive Non-Declarative Learning component into Childhood Education.
I might also suggest that this could be a simpler way for Teachers to understand many of their Student's Learning Disorders?
Forgive my carrying on, though this is a bit of a revelation for me, which has got me rather excited?
Geoff.