Three learning components are addressed during this course:

A. PHILOSOPHY

• The underlying premise of NILD instruction is the theoretical position that every learner can improve in cognitive, academic, perceptual and emotional functioning.

B. ASSESSMENT

• A combination of psychological and educational assessments reveal patterns of cognitive strengths and weaknesses. Informal tests are used to support and clarify student profiles.

C. INTERVENTION

• Specific intervention is designed to address particular learning needs with the intention of targeting and developing areas of cognitive vulnerability.

Objectives

This course will equip the educational therapist to:

1. Identify and assess a student’s learning needs
2. Create and implement educational therapy plans utilizing the NILD techniques that enable students to succeed in the classroom and in life

Upon successful completion of this course, the educational therapist should be able to:

1. Demonstrate an understanding of NILD philosophy and methodology
2. Understand the comprehensive approach that develops learning through perception, academics, cognition and emotions
3. Explain the differences between NILD methodology and tutoring
4. Understand how reading, spelling and math can be impacted by improving cognitive functioning
5. Identify learning challenges and apply specific tools to develop and enhance thinking skills
6. Design an educational therapy program according to the strengths and vulnerabilities determined by assessment and implement an effective intervention program
7. Begin to assess students annually
8. Develop literacy skills in the areas of phonemic awareness, phonics and syllabication

NILD LEVEL 2 AND 3 COURSES ARE AVAILABLE FOR SUCCESSFUL PARTICIPANTS AND PRACTISING THERAPISTS OF NILD LEVEL 1. EACH OF THE NILD LEVEL 2 AND 3 COURSES TAKE PLACE OVER 5 WEEKS.

The following topics are addressed in the course:

D. PHILOSOPHY

• theories of group dynamic, five aspects of basic reading, mediated learning instead of direct instruction

E. INTERVENTION

• Practical applications of the theories and instructional techniques

F. ASSESSMENT

• Gathering of pre- and post- data

Objectives

This course will equip the educational therapist to:

1. Identify and assess student needs in basic reading and utilise the Rx for Reading model to teach students reading skills
2. communicate an understanding of the differences between group and individualised interventions
3. demonstrate an ability to work with groups of 4-6 students in the teaching of reading skills
4. communicate the theories of mediated learning in a group setting
5. design a plan for group implementation that would meet the learning needs of a specific group of students

The techniques reviewed in the course will build and strengthen a child’s number sense, math fluency, math vocabulary and problem solving strategies. Students will also be challenged to apply their growing understanding of number sense to novel problems solving activities that challenge thinking and reasoning.

Objectives

The course will equip successful participants to:

1. implement a weekly intervention for math students in a group setting
2. use a multi-sensory game-based approach that is fun yet effective and reduces math anxiety
3. better understand student needs in math based on 4 subtypes of math disabilities
4. set foundational math concepts that strengthen number sense and math fluenc
5. assists children to bolster their problem solving skills

Intensive intervention using this program is extremely effective in correcting deficient cognitive functions and enhancing the individual’s capacity to learn effectively, whether in formal or informal learning situations.

The crucial aspect of IE is in the teaching method. It is not instructional but based on mediation. The process of an IE session involves a trained Feuerstein mediator leading the learner gradually (whether in a classroom or in a one-on-one session) through increasingly complex cognitive problems and working together with them in analysing, breaking down and discussing ways in which the problems could be solved. The continued level of mediation allows IE to be modified as the child develops and as the child’s progress is monitored.

The IE programs prepare the young learner with verbal and conceptual tools, spatial and temporal concepts and representational activities. The student learns the process of reflective thinking and develops internal motivation. The program develops the learner’s feelings as a generator of information rather than a passive reproducer of information.

Feuerstein’s IE Basic Level program is aimed at younger children. The activities and tasks provide an environment for the child to explore the operations of comparison, orientation in space, analysis of geometric shapes, numerical skills and understanding emotions. The program also prepares the child for the Standard level program that takes the learner to higher levels of mental processing and cognitive functioning.

Feuerstein's IE Standard level program is for older children.. The program is based on paper and pencil exercises that gradually increase in levels of difficulty and abstraction. Each set of instruments of the program focuses on specific cognitive areas such as analytic perception, comparison and classification. They may also include verbal, mathematical, logical and emotional skills. This program is focused on developing strategies for problem solving and analytical reasoning that a learner can carry on through the rest of their lives.