TRAINING COURSES PRESENTED BY DR' YOUNG

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TRAINING COURSES PRESENTED BY DR. YOUNG

• 1. Tutor Training Course (teachers)
• 2. Therapeutic Horse Riding
• 3. Pre-natal/Post-natal therapy (Baby Clinic)
• 4. Parent/Facilitator/Au Pair course

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• DR ENGELA YOUNG

SATRA
OCCUPATIONAL THERAPY
11 yrs
31 yrs
SCHOOLS
COMMUNITY
11 yrs
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• I KNOW OF NOTHING THAT IS MORE THERAPEUTIC THAN
  TO BE ABLE TO SOLVE PROBLEMS
• PAUL TORRANCE
• CREATIVITY JUST WANTING TO KNOW
• BENEDIC BOOKS

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LEARNING IS A FUNCTION OF THE BRAIN
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TUTOR TRAINING COURSE
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• BACKGROUND HISTORY OF OUR SCHOOL IN SOUTH AFRICA
  AND WE BELIEVE IT IS WORKING.
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• We are living in a world that is changing at an
  ever accelerating pace. Life, society and
  economics are becoming ever more complex. The
  nature of work is radically altering and jobs are
  disappearing at an unprecedented rate. We are
  living in an age of uncertainty and the past is
  less and less a guide to the future. These are
  the characteristics of the turbulent years of the
  new millennium and the challenges that need to be
  met by parents, educators, businesses and
  governments. To survive in the global village
  demands the ability to learn faster, as well as
  the ability to analyze situations and solve
  problems creatively.
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• Lower educational attainment and poor analytical
  and decision making skills, characterize the
  situation in the new South Africa. As a society
  we urgently need a huge increase in the number of
  people who can be described as highly educated,
  as it affects every citizen in our country.
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• In the search for an alternative to the
  inadequate learning strategies in South Africa,
  our first school was founded in 1995 in Tzaneen
  in Northern Privince. The founder members,
  Engela Young, Esther Wichmann and Wileen
  Wichmann-Venter set out to prove that you cannot
  do tomorrows work with yesterdays tools. They
  changed the focus of what children should learn
  and think to how to learn and think.

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• A special program was developed with accelerated
  learning techniques and a sensory integration
  program was incorporated in the normal
  curriculum. A full multi-disciplinary approach
  was followed to ensure individualized education
  for every pupil. Facilitators were carefully
  selected and retrained.
• The unique program achieved exciting, successful
  and remarkable results. Our research revealed
  facts that can drastically change the education
  in South Africa. Dr Young is currently not
  envolved any more in Zenith Academy but started
  together with Lorette Marx a class for Children
  with special needs in the beginning of 2005.
  The same tegniques are used and even more is
  included in the program.

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• OBJECTIVES AND MISSION
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• It is our mission to assist every child to
  develop his maximum potential to achieve
  successful and fulfilled adulthood.
•  It is our goal to-
•  Unleash the creative spirit of each child to
  reach his highest potential
• Facilitate education through fun into a
  integrated learning experience
• Develop balanced, creative entrepreneurs by
  teaching life and thinking skills

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• WHAT MAKES OUR SCHOOL DIFFERENT?
• We believes that learning is a function of the
  brain ant that the sensory integration process is
  directly linked to academic performance. A
  special program was developed to ensure the
  neuro-physiological development of the learner.
  Learning how to learn, think and solve problems,
  forms an integral part of the curriculum. The
  techniques developed by Luzanov (suggestology,
  relaxation and language) are applied at our
  School.
• Special attention is given to creativity,
  motivation and building of self-esteem.

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• Another important principle is that every child
  has unlimited potential and a unique learning
  style. Learning is facilitated through the
  multiple intelligence model of Howard Gardener
  and techniques such as Brain gym (but not only
  Brain Gym) are used to achieve hemispheric
  integration.
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• Emphasis is placed on the development of
  leadership and entrepreneurial skills. To ensure
  lifelong learning, it is important that it must
  be fun.
• The expertise of a multi-disciplinary team of
  medical doctors, neurologists, Occupational-,
  Speech- and Physiotherapist, Optometrists,
  psycholgists, social workers and remedial
  teachers are contracted to maximize the
  individual potential of every learner.
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• WHY A CURRICULUM LIKE US SHOULD BE LOOKED INTO?
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• We offer
•  Well rounded education based on Humane value
  system
• Excellence in education
• Individual attention
• Development of skills to apply in an ever
  changing global society
• Enhancement of life long learning
• Living in South Africa with a very poor matric
  pass rate and a lot of gifted children achieving
  average, surely demands change of the education
  system. We know that all South African learners
  can benefit with our approach to education. Come
  and visit our school and look at statistics.

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• Our ability to earn is directly proportional to
  our ability to learn. Looked at positively, the
  wealth of our nation is the sum total of the
  brains of its people their creativity and
  skills. Colin Rose.
• I do believe in the re-training of teachers.
  This is vital to assist the current educators
  because I do believe one cannot do today and
  tomorows work with yesterdays tools. The program
  would be different dependant on the school grades
  involved.
• My approach has been gleaned from day to day
  experience with problems of learners.
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• Fable of the Animal School
• Once upon a time the animals decided they must do
  something heroic to meet the problems of a new
  world, so they organized a school. They adopted
  an activity curriculum consisting of running,
  climbing, swimming and flying, and to make it
  easier to administer, all the animals took the
  same subjects.
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• The Duck was excellent in swimming, better in
  fact than his instructor., and made passing
  grades in flying, but was very poor in running.
  Since he was slow in running, he had to stay
  after school and also considered dropping
  swimming to practice running. This was kept up
  till his web feet were badly worn and he was only
  average in swimming. But average was acceptable
  in school , so nobody worried about that except
  Duck.
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• The Rabbit started at the top of the class in
  running, but had a nervous breakdown because of
  so much makeup work in swimming.
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• The Squirrel was excellent in climbing until he
  developed frustration in the flying class where
  his teacher made him start from the ground up
  instead of from the treetop down .he also
  developed charley horses from over exertion and
  then got a c in climbing and a D in running.
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• The Eagle was a problem child and was disciplined
  severely. In the climbing class he beat all the
  other to the top of the trees, but insisted on
  using his own way to get there.
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• At the end of the year, an abnormal Eel that
  could swim exceedingly well, and also run, climb
  and fly a little had the highest average and was
  valedictorian.
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• The Prairie Dogs stayed out of school and fought
  the tax levy because the administration would not
  add digging and burrowing to the curriculum.
  They apprenticed their child to a Badger and
  later joining the Groundhogs and Gophers to start
  a successful private school.
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• By Dr. D.G. Reavis, Assistant Superintendent
  of School, Cincinnati, Ohio

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• TUTOR TRAINING COURSE
• The level one course, is a part-time one year
  course (distance learning). - It starts with a 3
  day module which covers a lot of theory.
• 3 Assignments must be submitted during the first
  6 months
• After 6 months, examinations take place over 2
  days.
• 3 Assignments must be submitted during the last 6
  months
• Final examination be at the end of the 12 months.
• At least 25 hours practical should be done by the
  student during the 12 months.
• There is also a level 2 and 3 course which is
  more advance.
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• Assignment 1-3
• The Therapeutic Classroom
• Color
• Music
• Structure
• Sound
• Types of learners
• Structure of the learning plan
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• Identifying the problems in the classroom and the
  role of the teacher.
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• Life Skills
• Who am I?
• The childs workspace at home
• Discipline
• In the class room
• At home
• Motivation/Inspiration

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• EXAM
• Study 1 - Two hours written exam
• Study 2 - Two hours written exam
• Study 3 - Two hours written exam
• Oral exam consisting of 60 minutes
• Lesson Presentation
• Assignment 4
• Accelerated learning techniques
• Summaries and memory
• Thinking skills
• Creativity
• Control theory
• Stress management

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• Assignment 5
• Problem solving
• Visualization
• Speed reading
• Brain gym
• Resolving conflicts
• Hemispheric integration
• Therapeutic Horse riding

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• EXAM
• Study 4 - Two hours written exam
• Study 5 - Two hours written exam
• Study 6 - Two hours written exam
• Oral exam consisting of 60 minutes
• Lesson Presentation
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• Practical requirements 25 hours minimum annually
  
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Therapeutic Horse-riding Course
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• THERAPEUTIC HORSE RIDING MAKES A DIFFERENCE!
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• The therapeutic value of horse riding was
  described by Hippokrates as The Ridings Healing
  Rhythm. The mission of this Therapeutic Riding
  School is to do an unique form of therapy on
  horseback for people with specific needs.
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• Different goals can be reached, e.g.
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• Improvement of muscle tone and strength
• General balance improves
• Eye-muscles improve influence on reading
• Increased attention span and concentration
• Hyperactive children tend to calm down
• Tactile system is stimulated
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• Different goals can be reached, e.g.
• Emotional/behavioral problems improve
• Increased spatial and body awareness
• Development of self-confidence and motivation
• School performance can improve
• Increase joint mobility and range of motion
• Develops ability to organize and perform tasks in
  sequence
• Integration of the two hemispheres of the brain
• Sensory integration takes place

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• ABOUT SATRAS COURSES AND WHO QUALIFY TO ATTEND
  THIS COURSE
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• SATRA is currently presenting Instructors I, II
  and III level courses.
• Level 1
• It is open to riding schools and people who want
  to work more therapeutic
• Individual persons may be selected on merit,
  however the prospective student must show some
  riding ability.

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SATRA

• SENSORY INTEGRATION
• 1. SOMATO-SENSORY SYSTEM
• 2. VESTIBULAR SYSTEM

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SATRA

• SENSORY INTEGRATION
• IT IS THE ABILITY OF THE BRAIN TO ORGANIZE,
  PROCESS AND INTEGRATE SENSORY STIMULI SO THAT THE
  RELEVANT RESPONSE CAN TAKE PLACE.
• THE BRAIN LOCALIZES, SORTS AND GIVES DIRECTION TO
  THESE SENSES.
• WHEN THE FLOW OF THE SENSES TO THE BRAIN IS
  DISORGANIZED, IT RESULTS IN DISORGANIZED
  PROCESSING AND THEREFORE DISORGANIZED BEHAVIOR
  AND RESPONSES IN THE PERSON.

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SATRA
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SATRA

• VESTIBULAR SYSTEM
• 1. POST ROTARY NYSTAGMUS TEST

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SATRA

• 2. MUSCLE TONE
• SLOPPY POSTURES
• TIRE EASILY
• FIDGET (CAN NOT SIT STILL)

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• 3. GROSS MOTOR COORDINATION
• BALANCE, ETC.

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• EYE-MUSCLE COORDINATION

VESTIBULAR
EYE MUSCLES
FIGURE-GROUND VISUAL CLOSURE
READING
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• 5. PRAXIS (THE ABILITY OF THE BRAIN TO MOTOR
  PLAN)
• HANDWRITING
• WORKSPEED

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• 6. FINE-MOTOR/EYE-HAND CO-ORDINATION
• GRAPHICAL ABILITY (DRAWING)
• HAND WRITING

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• 7. HEMISPHERICAL INTEGRATION

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SATRA

• HEMISPHERICAL INTEGRATION

SENSORY INTEGRATION
HEMISPHERES
TRUNK ROTATION CROSSING OF MIDLINE
SPATIAL
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SATRA

• 8. SPEECH

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• 9. OVERACTIVE UNDERACTIVE
• ? ?
• ACTIVE PASSIVE
• BEHAVIOUR BEHAVIOUR

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Equi-therapyMedical ProfessionAssess -
Evaluation
SATRA
Motor Level Sensory Level Physical level
child
Emotional
Social

• Grouping
• Aims
• Principals of treatment
• Activities
• Grading with improvement
• Approach/

Cognitive
Levels of functional development
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SATRA

• TREATMENT PLAN
• 30 school-related, study-methods
• 29 hemispheric integration, reasoning
• 28 RE-ASSESSMENT
• 27 visual closure
• 26 visual memory
• 25 analysis and synthesis
• 24 analysis and synthesis
• 23 visual sequencing
• 22 visual discrimination
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• 18 spatial
• 17 spatial
• 16 figure ground
• 15 figure-ground
• 14 form constancy
• 12 eyes, fine motor/eye-hand, gross motor
• 11 eyes, fine motor/eye-hand, motor coord

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SATRA

• OUR ABILITY TO EARN IS DIRECTLY PROPORTIONAL TO
  OUR ABILITY TO LEARN.
• LOOKED AT IT POSITIVELY, THE WEALTH OF OUR
  NATION IS THE SUM TOTAL OF THE BRAINS OF ITS
  PEOPLE THEIR CREATIVITY AND SKILLS.
• COLIN ROSE

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SATRA

• The Southern African model

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SATRA
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SATRA

• INTEGRATING THERAPY

THERAPEUTIC HORSE RIDING
THERAPIST
PARENTS
SCHOOL
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