This is a specialist centre dedicated to empower individuals with their hidden ability to realize their potential and reach their desired goal. Through learning partnership we aim to build confidence and increase self-esteem through supportive innovation and interactive programme. Each programme is specific and individually tailored to enable people to work out how they should represent themselves and others through learning. The principle is well established to allow each person to find their barriers and what is holding them back from reaching their desired goal through the eluded confidence.

Over 115 individual programmes are available for every stage of development from 3 to 83 years of age. Our programmes are divided into four major topics:
1. English
2. Mathematics
3. Science
4. General Studies

Our Belief:
· By working together we can overcome all barriers to access learning.
· Specific Learning difficulties are Academic Skills Disorder that can be put right.
· Dyslexia is not a disease, disability or health hazard, it is a misunderstanding of learning that can be corrected.
· Everyone is entitled to quality learning for equal rights to opportunity.

Our Service
· Information sessions to schools, parents, societies and support groups.
· Outreach work and support to enable people full access to opportunities.
· Exploration though base line verification to identify the level of academic skills disorders and ways to over come the problems successfully.
· Workshops and training sessions on best ways to:
1. Strengthen Visual memory
2. Enhance Active memory
3. Expand the Long term memory
4. Reduce Retroactive Inhibition

Our Methods:
Our learning process is based on adapting the following strategies:
1. Stimulus-Response
a. Cognitive: The person who is learning is taught to understand what is required an how to go about to achieve it.
b. Associative: The person practices the skills in order to develop the necessary sesnorimotor connections.
c. Autonomous: The link between the presence of the appropriate stimulus and the motor performance of the skills becomes automatic, and the skills is performed with very little voluntary control.
2. Information processing

Plan Formation: Identification of what is required and developing a cognitive plan in order to guide and organize the necessary actions.
Perceptional organization: Filtering the sensory inputs so that individuals can distinguish between relevant sensory information and that which is irrelevant.
Economy of motor action: Minimizing the conscious control and sensory input required to perform learning skills.
Timing: Developing a continuous unbroken act through consolidation of the sequencing and co-ordination of the sensorimotor patterns and responses.
Automatic Execution: Transformation of the learning skills from conscious to unconscious control (from cerebral cortex to the cerebellum and spinal cord) so that few cognitive demands on the individual is made.

ChromaGen
ChromaGen lenses are the only lenses designed for the enhancement of Colour deficiency, Dyslexia and Academic Skills Disorders, Contrast Sensitivity and other neurological disorders. We are proud to state that we are unique in having the approval of the FDA as well as the Millennium Award for Innovation and Technology.

ChromaGen lenses are manufactured by Cantor & Nissel Ltd, England.

DYSLEXIA VISION
Below are attempts to show the various ways dyslexia sufferers reported viewing words and sentences at any one time. Some sufferers reported more than one state of confusion at some times.

Feed back from dyslexia sufferers reported the following phenomenon :

Elongated words
Squashed together
Turning upside down
Went out of focus
Swirling
Zooming in and out
Jumping and vibrating
Peeling of the page
Sinking into the page
Melting away
Spaces between words hurting
No spaces between words noticed
Just funny words that make no sense.

REFERRAL PROGRAMME

Further Information in this field
Programme Academic Skills Disorders / Academic Skills Disorders