Dyslexia is a term used to describe a range of persistent difficulties with reading and writing, and often including spelling, numeracy or musical notation.

Students with dyslexia do not make expected progress in these areas in spite of good teaching and the type of extra support that would be helpful for most children. But difficulties with dyslexia can be reduced with effective individualised teaching and specialist support.
​
It is important to identify it early 

Literacy is the foundation of all learning so identifying dyslexia early is critical. That way children can be supported to participate in the full range of social, academic and other learning opportunities at school.

Identifying dyslexia before starting school can be difficult and potentially risky as there is so much variation in the way children develop in those early years.

Once identified, it is important that ‘dyslexia’ is not used as a label, but rather as a means to action. As a label, it encourages people to see all ‘dyslexic’ students as the same, when we know that they’re not. All students’ individual difficulties and strengths need to be identified and addressed.

What are the signs that my child might have dyslexia?

Your child may have dyslexia if, after a year at school, they often display a number of these difficulties:

• unsure of the sound a letter or combination makes eg. h or sh
• poor sense of rhyme
• often mixes up letters or figures eg. b/d/p/q or n/u, or 15 for 51
• great difficulty spelling simple words like ‘duck’ or ‘like’
• highly disorganised – often doesn’t know what day it is
• finds learning sequences difficult e.g months
• extremely messy handwriting – letters are poorly formed
• very poor reading, even of very familiar words
• difficulty with things like tying laces, getting dressed quickly, clumsiness, confuses left and right.

How can I help at home? 

If your child has dyslexia, you can make a difference. Successful people with dyslexia have said that their success is largely due to the practical and emotional support they received from their parents.

Have fun with your child at home or in the car playing word games and making rhymes, reading together and talking about what you’re doing. While language games and reading won’t ‘prevent’ dyslexia, they help by promoting an awareness of the sounds letters make and how language works. Remember to praise and encourage your child, even if they guess wrong.

Infants 

• Read, read and read some more to your baby
• Sing songs, chants and rhymes
• Do action songs together

 
Toddlers
​ 

• Read to your child every day
• Let your child see your finger following the text
• Say nursery rhymes, simple poems and finger games together that use rhyming words
• When talking, draw attention to rhyming words eg. eat/meat, go/slow, fun/run.

 
Young and school age children

• Play ‘I spy’ or ‘ka kite au’ to help your child learn the sounds of letters. Use the beginning sounds of words as clues
• Play ‘change a name’ by removing the first letter sound , eg. Timmy becomes immy, mummy becomes ummy
• Play an alphabet game where the child finds a word for each letter of the alphabet
• Clap and count the syllables in children’s names and everyday words
• ·Play riddle games, eg. what rhymes with ‘pig’ and starts with d?
• Sort everyday objects into groups based on the initial letter sound, eg. pegs, pins, pencils, book, bowl, button. Try extending it to whole words ​ eg. ‘Which words start with the same sounds? Dog, doll, mum?’

More tips 
​

• Meeting other children and families with similar difficulties can provide a form of support, help children to know they are not alone and create a sense of belonging
• Out of school programmes can be a good way of providing peer support for other children (and families) in the same circumstances
• Talk to your child’s teacher about out of school programmes to find one that supports what is happening at school. You do not want your child being confused by different messages about how to read or write.

 
Mauri Ora – Be Positive 

People with dyslexia can easily and quickly develop low self-esteem and compensatory strengths, such as memorising text, to try and make up for their difficulties. It is very important for families to support their children’s strengths and successes to boost their self-esteem.

How will my school help? 

If you have concerns about your child’s learning, talk to the teacher. Working with your child’s teacher is crucial if your child has dyslexia. The school will identify your child’s strengths and learning needs so that the most appropriate help can be put in place. It may be necessary to bring in other people to decide if your child needs special support, such as an individual education programme or help from a special teacher, such as a Resource Teacher: Literacy.

​For more information on how schools can help visit.
https://parents.education.govt.nz/primary-school/learning-at-school/how-to-support-a-child-with-dyslexia/

Often children with dyslexia can be helped by Speech Language and Occupational Therapists. If you want additional help just contact Therapy Professionals, our friendly therapists can help.

​                                     Ph: 03 3775280                                  Email: admin@tpl.nz

Sensory assessments help identify the cause of some unusual behaviours triggered by sensitivities to sight, hearing, taste, touch, smell and movement.
 
For people with Autism it can help identify:
 

• effects of sensory experiences on eg behaviour, learning, relationships and independence

 

• living, learning and working environments that will be best support the individual 

 

• meaningful and pleasurable activities for the individual

 

• triggers for unusual behaviours so they can be avoided

 
Sensory Profile Assessments are useful for people of all ages.  Our response to information from our senses changes as we grow, develop and age.  There are different assessments for each stage of life.
 
This two hour session is an interactive hands on session to help the participants understand their own sensory preferences so they can better support themselves, their team and their clients.
 
If you are interested, please contact:
 
Contact:       Therapy Professionals Ltd 
Phone:          03 377 5280.    Fax: 03 377 5281
Email:           admin@tpl.nz
 

Food Labels

Shopping these days can be a ‘headache’ because there are so many different products to choose from, all wanting us to buy them.  In order to get our attention, advertisers and promotions trick us into thinking their produce is the healthiest choice.  Here are a few tricks they use to encourage us to buy. 
 
No added sugar 
This means sugar has not been added, however, the product is likely to contain fruit sugars or milk sugars and can still be considered high sugar. Check the nutrition information panel for ‘sugar’ content and follow healthy guidelines.
 
Lite or light
 
Could mean less fat, sugar, or salt, or it might just refer to the colour or taste!  Check the nutrition information panel and ingredient list to compare with the regular brand.

Low fat or fat reduced
 
By law they must contain less fat than the regular product – however it may still not necessarily be low in fat and are often pumped full of extra sugar and salt to taste better.  Use with caution!
 
Cholesterol free or low Cholesterol
 
These products may still be high fat and high energy.  Check the nutrition information panel.  Many of these products are cholesterol-free naturally, such as nuts, crackers, some chips etc. 
 
The type of fat the product contains is more important. We want to avoid saturated and trans fats which contain cholesterol and are found in animal products, processed foods, and oily fish. 

Diet’ or low kilojoule or low calorie
 
Generally contains artificial sweetener instead of sugar (40% less energy than regular product) and fat. 
 
Toasted or Oven baked
 
Often these products have added fats and oils – it is important to check the fat content on the nutrition information panel. Some can be exactly the same as the fried version i.e. crisps or corn chips. 
 
All natural
 
Doesn’t mean much!  Sugar, fat, oil, cream and nuts are all natural.

Endorsed by the Heart Foundation
 
These products will be low in saturated fat, however, may not be low in total fat, sugar and energy.

Companies pay to have this logo on their product. Sometimes the cheaper home brands are jst as good as the expensive endorsed ones. Use with caution.No added salt, low salt, salt reducedIndicates extra salt is not added, however may still contain high levels of natural salts.  Check the panel.
 Diabetic or carbohydrate modifiedSome are high in fact.  Usually more expensive.  Often best to use the regal products but sparingly

How do you read the nutrition information panel

If you would like advice our friendly Dietitian can help.  Just contact us:
                        
                        Phone:            (03) 377 5280              
                        Email:             admin@tpl.nz
                        Website:        http://www.therapyprofessionals.co.nz

 Active play is joyful, fun and creative.   Play is the essence of childhood.  And it is also essential to child development.

The benefits of active play are often linked to physical health – which of course, in an era concerned with childhood obesity rates, is critically important.  Yet this book tells the lesser- known and surprising story of the myriad ways in which play and movement are vital to our children’s learning.
 
Gill and Cheryl’s ground-breaking book introduces a developmentally complex (yet easy to implement) tool that supports the full, natural development of movement and learning in young children.  The Kinetic Scale shows us what constitutes a ‘balanced diet’ of movement, enabling teachers, parents and caregivers to facilitate learning through active play while respecting each child’s individual needs.
 
It’s a story that needs to be heard.  At home, at school and in communities, our children are being denied vital opportunities to move their bodies, exercise their imaginations and interact with other kids.  Children spend an average of eight hours a day in front of a screen.  Almost half of all low-income students do not get any recess.  Only one in five children lives within walking distance of a park or playground. This directly affects these children’s physical development and more importantly, their social, emotional and cognitive development.
 
As a society, we are failing to give children the balance of active play they need to become healthy and successful adults.  This is why I champion the importance of play because our children’s futures depend on it and it is why Gill and Cheryl are working to stress the message of moving to learn in a way that offers us all new insights and practical, engaging ways to support it
 
That kid’s brains require play should be a no brainer.  In this important book, the authors demonstrate what a grave injustice we’re doing to our kids by denying them opportunities to move and play.  More than that, through illuminating brain research, they show us why our children need to be on the move, and how we can make this happen for the young children in our care.
 
It is all of our responsibility to give kids the childhood they deserve by ensuring they get the play they need to learn and grow.

Reviewer: Darrell Hammond is the founder and CEO of the non-profit a KaBoom which has built more than 2300 playgrounds in areas of need throughout the United States.
 
If you have a child who is struggling to develop and they need extra help to grow and develop, our friendly therapist can help.  Just contact Therapy Professionals on:

​Phone:  03 377 5280      Email:  admin@tpl.nz

What is Ageing?
 
Ageing is a process of accumulating experiences, enriching our lives through knowledge and physical skills.
 
This acquired wisdom gives us the potential to make sensible and beneficial decisions about ourselves.

The fullness and richness of our remaining years is in our hands.  Barring accidents and disease the quality of our golden years is resolved primarily by ourselves.  The more we control our lives the more enjoyable the remaining years can be.
 
The degree of independence we have in our lives is directly related to how active we are in body, mind and spirit.
 
In spite of some decreases in efficiency and capacity with increasing age, a relatively high level of physical and mental function can be maintained for years.
 
We have a choice:  a choice to give up our independence and fade away or to control and maintain vigorously active lives, fully enjoying our remaining years.
Use it or lose it is a rule that applies to our bodies and minds.  It is even more significant as we age since we gradually lose intellectual and physical capacity with increasing years.
 
Keeping mentally and physically active reduces the rate at which we lose our functions and enable us to more fully enjoy and increase the quality of the golden years of our life.
 
If ageing is making life difficult and you need help to improve your physical activity, diet or need help to remain independent, here at Therapy Professionals our friendly therapists can help. They are experienced helping people who are ageing and have age related disabilities, to maintain their independence and quality of life.  Just contact Therapy Professionals Ltd.

​     Phone:  03 377 5280.  Email:  admin@tpl.nz   Website: www.therapyprofessionals.co.nz 
 
                                                   We can help, we come to you.

Reference:  
​Healthy happy ageing – a positive approach to active living, Yvonne Wagorn, Sonia Théberge, William A. R. Orban 

 
Multiple Sclerosis
 
Multiple Sclerosis (MS) is a condition which affects the central nervous system, including the brain and spinal cord. MS is extremely variable affecting each person who has it in a different way.  We don’t yet know the cause of MS, but it is thought to be an auto immune condition.
 
Types of MS

The course of MS is unpredictable.  Some people are minimally affected by the disease while others have rapid progress to total disability with most people fitting between these two extremes.  Although every individual will experience a different combination of MS symptoms, there are a number of distinct patterns relating to the course of the disease.
 
Clinically Isolated Syndrome
 
If a person has only had one episode or symptom they are generally diagnosed as having clinically-isolated syndrome (CIS).  A person with CIS may or may not go on to develop clinically definite MS.
 
Relapsing Remitting MS (RRMS)
 
RRMS is the most common form of the disease.  It is characterised by clearly defined acute attacks with either full recovery or with residual deficit upon recovery.  Periods between disease relapses are characterised by a lack of disease progression.  Approximately 85% of people with MS begin with a relapsing-remitting course.
 
Secondary Progressive MS (SPMS)
 
SPMS begins with an initial relapsing remitting disease course, followed by progression of a disability that may include occasional relapses and minor remissions and plateaus.  Typically, secondary progressive disease is characterised by less recovery following attacks, persistently worsening function during and between attacks, and /or fewer and fewer attacks (or none at all) accompanied by progressive disability.  According to some natural history studies, of the 85% who star with relapsing-remitting disease, more than 50% will develop SPMS within 10 years: with 90% within 25 years. More recent natural history studies (perhaps because of the use of MRI to assist in the diagnosis) suggest a more benign outlook that these numbers suggest.
 
Primary Progressive MS (PPMS)
 
PPMS is characterised by disability from onset, without plateaus or remissions or with occasional plateaus and temporary minor improvements.  A person with PPMS, by definition, does not experience acute attacks.  Of people with MS diagnosed, only 10% have PPMS.  In addition, the diagnostic criteria for PPMS are less secure than those for RRMS so that often the diagnosis is only made long after the onset of neurological symptoms and at a time when the person is already living with significant disability.
 
Progressive Relapsing MS (PRMS)
 
PRMS, which is the least common disease course, shows progression of disability from onset but with clear acute relapses, with or without full recovery.  Approximately 5% of people with MS appear to have PRMS at diagnosis.  Not infrequently a patient may be initially diagnosed as having PPMS and then will experience an acute attack, thereby establishing the diagnosis of PRMS.
 
It is believed that about 1 in 1000 New Zealanders have a diagnosis of PRMS.
 
The MS and Parkinson’s Society run specialist exercise classes for people with MS, as well as monthly morning teas.
 
MSNZ (http://ww.msnz.org.nz/) is a reliable online source of information about MS symptoms as well as for news and research updates.
 
The Multiple Sclerosis a page on Health Navigator NZ
(https://www.healthnavigator.org.nz/health-a-z/m/multiple sclerosis/) is also a good concise source of information.
 
If you live in Canterbury and have recently been diagnosed with MS< or know someone who has and want to find out how you can support them, contact our office on (03) 366 2857 or email support@ms.-pd.org.nz
 
If you need additional support to maintain your independence Therapy Professionals therapists can help, just contact us:
 
                                                Phone: 03 377 5280                                    Email: admin@tpl.nz
 
 
Reference: Parkinsons (https://ms-pd.org.nz/parkinsons/)

Sensory Assessments

Sensory assessments help identify the cause of some unusual behaviours triggered by sensitivities to sight, hearing, taste, touch, smell and movement.
 
For people with Autism it can help identify:

• effects of sensory experiences on eg behaviour, learning, relationships and independence

 

• living, learning and working environments that will be best support the individual

 

• meaningful and pleasurable activities for the individual

 

• triggers for unusual behaviours so they can be avoided

 
Sensory Profile Assessments are useful for people of all ages.  Our response to information from our senses changes as we grow, develop and age.  This is why there are different assessments for each stage of life.
 
A sensory assessment involves:

• Interview meeting - an interview between the therapist and people who know the individual well eg parents, caregivers and teachers.  In some case the client is involved in the interview if they are able to understand and answer the questions.  The interview is to gain information about the person’s reaction to sensations, which will then be analysed.

 
The interview has many questions and can take up to 1.5-2 hours approximately

• Analysing and interpreting the information, developing recommendations and completing a report takes up to 4-6 hours.

 

• Results and recommendations meeting - is a meeting with key people to discuss report findings and recommendations – takes about 1-2 hours.

 

• Follow-up meeting – to find out what has worked well and what hasn’t gone so well, and to adjust plan, 0.5 – 1 hour.

 

• Preparation for meetings – collecting resources, arranging meetings and recording  0.5 to 1 hour

 
 
Approximately 8-12 hours of therapist time.
 
Contact:                          Therapy Professionals Ltd
Phone:                             03 377 5280       Fax: 03 377 5281
Email:                              admin@tpl.nz

Tips to get those with dementia moving
 
Exercise
 
1.     Ensure there is a goal in sight for the client.  Break longer
        walks into a series of short goals, eg, get them to walk to the
        chair over by the door, then walk to the dining table, then the
        door and finally to walk to the chair outside the toilet.    
        Gesture where you want them to go.
 
2.     Get your residents to walk to morning and afternoon tea and
        to see their visitors.  
 
3.    Sit your resident at the end of the bed, sit next to them ensuring you are invading their space,
       this will encourage them to move away from you towards the head of the bed, keep moving
​       into their space until they are in the place you want them.

Communication
 
1.    Show respect for your client by listening to them.
 
2.    Give commands not questions eg  “Stand up” instead of “would you like to stand for me”
 
3.    Give one command at a time (so they have time to understand).
 
4.    Use their words eg if they use loo for toilet refer to the toilet as the loo.
 
5.    Use gestures to indicate what you want them to do.

Fears
 
Demented clients often have difficulty getting out of the chair and walking downstairs.  This is because they have a perceptual problem that causes them to feel they are falling off a cliff.   
 
1.    Getting out of a chair - place a chair or some barrier in front of them to give them a sense of
​       security.  Make sure it is far enough away so they do not use it to assist themselves to stand or
       move.
 
2.    Walking downstairs – get the client to walk down sideways holding onto the rail.

If you are still having trouble, our friendly physiotherapists may be able to help.  
Just contact us at Therapy Professionals Ltd
 
Phone: 03 377 5280        Email admin@tpl.nz
 
 
Reference:  Rosemary Oddy MRCP

Enabling Good Lives
 
Enabling Good Lives (EGL) is an exciting new approach to supporting people with disabilities.  Currently it is only available to school leavers who have received ongoing resources (ORS) funding while at school.  It has been trialled for almost 10 years, starting in Christchurch, Waikato and now in the Manawatu. 
 
EGL is a new approach to supporting disabled people that offers greater choices and control over the supports they receive, so that they can plan for the lives they want.
 
 
Enabling Good Lives Principles from Website
 
Achieving our future vision for disability supports is complex and will take time.  There will be many details to work through.  A principles-based approach will ensure we stay on track to progress the vision.  We will use the principles in the Enabling Good Lives report to help guide decisions on the changes.
 
The principles are:
 
Self-determination
Disabled people are in control of their lives.
 
Beginning early
Invest early in families and whānau to support them; to be aspirational for their disabled child, build community and natural supports; and to support disabled children to be come independent rather than waiting for a crisis before support is available.
 
Person-centred
Disabled people are supported to live an everyday life in everyday places; and are regarding as citizens with opportunities for learning, employment, having a home and family, and social participation – like others at similar stages of life.
 
Mainstream first
Disabled people are supported to access mainstream services before specialist disability services.
 
Mana enhancing
The abilities and contributions of disabled people and their families are recognised and respected.
 
Easy to use
Disabled people have supports that are simple to use and flexible.
 
Relationship building
Supports, builds and strengthens relationships between disabled people, their whānau and community.
 
For more information on Enabling Good Lives visit:  https://www.enablinggoodlives.co.nz

                                          Just contact us:  Phone: 03 377 5280.  Email: admin@tpl.nz
​

​Reference:      https://www.enablinggoodlives.co.nz

• Learn the early signs of fatigue.  These include puffiness and redness of the eyes, slowed or slurred speech, muddling of words, irritability and increased forgetfulness.  These should be acted on as soon as possible, e.g. taking a nap.
  
• Schedule important, difficult, or stressful tasks and appointments at times where energy levels are at their peak.  For most people, this is in the morning.  Fatigue tends to set in during the afternoon, around 2-3pm.
  
• Fatigue affects your ability to attend to, process and store, information in your memory.  It is therefore important to learn new information when you are not fatigued.
• Evaluate what a job requires.  By planning how long a task will take to complete, you reduce the stress of unrealistic time pressures.
  
• Rest periods during the day are crucial, particularly after cognitive (brain) work.  It is a good idea to schedule in a regular rest period each day, e.g. an hour in the early afternoon.  Plan extra rest periods for before and after big or tiring events.

                      ‘Rest’ can be simply lying down, or sitting quietly.  It does not have to be a ‘sleep’.

• Avoid ‘overload’.  Where possible, spread jobs, home, and social activities evenly throughout the week, ensuring adequate rest periods.
• Recognise that fatigue may have a cumulative affect.  For example, one may continue on with normal activities, not take rest periods, and feel ‘fine’ for a week, only to be hit by extreme fatigue that disrupts functioning for several days.
• Relaxation can help reduce stress, which can be a major cause of fatigue.  The rehabilitation team can provide information on various relaxation techniques, and hints on how to help poor sleep patterns.
• Physical activity increases the amount of oxygen that gets into the blood system.  Oxygen improves our ability to think.   
• A sensible and healthy diet helps us to maintain energy levels.  

 
Conclusion
 
Fatigue is a common and persistent problem following a brain injury, which may require some lifestyle changes.  However, effective fatigue management can be achieved.  Much of this revolves around weekly scheduling of activities, rest periods, and appointments.  
 
If you need help relaxing, with physical exercise or diet, our friendly therapists can help, just contact Therapy Professionals Ltd 

                                             Ph:  03 377 5280      Email:  admin@tpl.nz     

References:     ACC
                          Laura Fergusson insight rehab