OUR MISSION

To enable people, young and old, to unwrap their inner talents and re map their lives by partnership through learning.

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 through corrected learning approach.
• Dyslexia is not a disease, disability or health hazard, it is a misunderstanding of learning that can be corrected.
• Every one is entitled to quality learning for equal rights to opportunities.

The Zeidan Institute of Visual Studies & Contact Lenses 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 innovative and interactive program. Each program 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 programs are available for every stage of development from 5 to 75 years of age. Our programs are divided into six major topics:

1. English
2. Mathematics
3. Science
4. General Studies
5. Sports Hand - Eye Coordination
6. Light Contrast Sensitivity Enhancement Therapy

Our Service

• Information sessions to schools, parents, societies and support groups.
• Outreach work and support to enable people full access to opportunities.
• Exploration through 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:

• Stimulus Response
  1. Cognitive : The person who is learning is taught to understand what is required and how to go about to achieve it.
  2. Associative : The person practices the skills in order to develop the necessary sensorimotor connections.
  3. Autonomous : The link between the presence of the appropriate stimulus and the motor performance of the skills becomes automatic, and the skill is performed with very little voluntary control.

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

Learning

The Myth of Dyslexia & Academic Skills Disorder
Many of us choose to think that we have the right to the skills of reading and writing and that it is only the problem of education and tuition machinery that prevent us from having that skill. This is a mistaken and inaccurate judgment. Man has no natural right to academic skills, it is only obtained through great effort and instrumental to its attainment are the very problems of education which most of us regard as disdain. For in overcoming difficulties and problems associated with learning: we increase our self respect that is the central thesis of this text where self-respect and dignity are synonymous.

There is only one way to increase self-respect and that is by confronting directly the difficulties associated with what I would consider a more appropriate term - Academic Skills Disorder (ASD). The increase in our ability to read and write is directly proportional to the degree of difficulties and the amount of vigour and determination that we apply to the task of learning. Each individual has his own unique learning code, fashioned from the sum of his acquired experiences. In the same way that pain acts as a warning that the body is endangered, so ASD warns us that learning is compromised.

It has been the fashion in our permissive age, to emphasise the harmful nature of labeling those with ASD as dyslexics. It is even more disturbing and to present them as unworthy, uncomfortable and unnecessarily self-limiting tending to hamper those more able persons. The attack on those with ASD, in my opinion, has come from two separate factions, both of which on the surface would appear to have little in common. They are however, united in their desire to alleviate the psychological pain of suffers.

These are achieved by through:

1. Promulgation of speculative theories (PST) : This in effect is to absolve the individual from blame by denying him a large degree of responsibility for his inability to learn.
2. Disposition Tendencies (DT) : On the one hand our learning is formed at an early age in response to environmental and particularly family influence. In later life, our disposition tendencies to learn in certain ways are to a very large extent determined by these early factors that can be modified in the investigation process of education.

By removing the sense of responsibility for the inability to learn, as well as encouraging a passivity and reliance on the teacher, the individual is denied the on real chance that may help to increase his learning methods. Equally important is the realism that by striving to overcome the difficulties that any ASD or dyslexic sufferer, he or she must face the fact that there is no one solution to "the problem".

System

Our method of visual correction as an aid into visual ASD (dyslexia), is based on the use of filter tinted lenses known as ChromaGen. ChromaGen is the only system available in Soft Contact lenses or spectacle lenses. ChromaGen was originally invented by David Harris for the enhancement of Colour deficiency. In April 1995, the value of ChromaGen filters for Dyslexia was discovered by Chaaban Zeidan and David Harris in 1996 studies. Chaaban Zeidan also discovered other uses of ChromaGen tints in Academic Skills Disorders: Contrast Sensitivity, Age Related Macular Degeneration visual enhancement, Migraine and other neurological disorders. Between 2000 and 2002, ChromaGen lenses received the approval of the USA-FDA as well as the Millennium Award. Zeidan Centre received the Innovation and Technology Award 2000, and Eyecare Practice of the Year Award 2002. ChromaGen lenses are exclusively and uniquely manufactured by Cantor & Nissel Ltd.

If you would like to know more about ACADEMIC SKILLS DISORDERS or make an appointment to see Chaaban Zeidan then please feel free to enter your details in the form below.