1.1 Introduction
Although all learning ultimately takes place in the brain, it is often forgotten that it is through the body that the brain receives sensory information from the environment and reveals its experience of the environment. Postural control reflects integration of functioning within the central nervous system (CNS) and supports brainâbody functioning. Immaturity or conflict in brainâbody functioning affects the brainâs ability to assimilate and process information and to express itself in an organized way.
One method of assessing maturity and integrity in the functioning of the CNS is through the examination of primitive and postural reflexes. The presence or absence of primitive and postural reflexes at key stages in development provides âwindowsâ into the functioning of the CNS, enabling the trained professional to identify signs of neurological dysfunction or immaturity.
This book, I hope, will give the reader an understanding of why early reflexes are important, their functions in early development, their effects on learning and behavior if retained, and the possible effects on other aspects of development such as posture, balance, and motor skills if they are not integrated at the correct time in development.
Reflexes will be described in detail in subsequent chapters.
There is an increasing body of scientific evidence to support the theory that physical skills support academic learning and are involved in emotional regulation and behavior. Since its foundation in 1975, the Institute for NeuroâPhysiological Psychology (INPP) in Chester has been the pioneer in researching the effects of immature primitive and postural reflexes on learning and behavior, developing protocols for the assessment of abnormal reflexes and related functions, and has devised a specific method of effective remediation (the INPP method).
Research carried out both independently and by the institute over the past 30 years has shown that there is a direct link between immature infant reflexes, academic underachievement, and increased anxiety in adult life, and that a remedial program aimed directly at stimulating and integrating primitive and postural reflexes can effect positive change in these areas. This book will outline the underlying theory, mechanisms, developmental markers, and effects of immature reflexes in older children to assist professionals involved in education and child welfare to recognize the signs of neurological dysfunction and their implications.
The book will also explore interdisciplinary shortcomings endemic in the current system for identifying, assessing, and providing effective remedial intervention for learning and behavioral problems. In this context, the book will propose that there is a need within education for a new profession to bridge the present gapsâa neuroâeducatorâtrained specifically to assess childrenâs developmental readiness for education.
1.2 Developmental Readiness for Education
Chronological age and intelligence are not the only criteria for learning success. Developmental readiness for formal education is equally important. Developmental testing of motor skills is carried out regularly in the first year of life, but when responsibility for the young child moves from the domain of medicine (midwife, pediatrician, and health visitor) to education at the time of school admission, a childâs developmental readiness in terms of physical development is not assessed as a matter of routine. Once a child enters formal education on reaching five years of age in the UK, assessment of physical development takes place only if medical problems arise. Assessment within the school system tends to focus on educational problems or visible symptoms rather than investigation of underlying causes.
INPP in Chester was set up in 1975 by psychologist Peter Blythe, PhD, with the aim of investigating whether underlying physical factors could play a part in specific learning difficulties and in some phobic disorders. In the 1970s, Peter Blythe and David McGlown devised, first, systems of assessment to identify areas of impaired functioning, and second, physical remediation programs to correct the underlying dysfunctions. These methods of assessment, which involve examining the neurodevelopmental level of the child and the subsequent physical programs of remedial intervention, are now known as the INPP Method of Developmental Training.
By the very nature, symptoms of specific learning difficulties tend to cross diagnostic boundaries, with different categories sharing a number of symptoms in common (comorbidity). This is particularly true of many of the symptoms of dyslexia, developmental coordination disorder (DCD), attention deficit disorder (ADD), and some aspects of autistic spectrum disorders. A number of the symptoms shared in common are a direct result of immaturity in the functioning of the CNS and are sometimes referred to as neurological dysfunction or neurodevelopmental delay.
