Jason was 11 years old and in Grade 5 when his parents approached ILT. According to the school, he was struggling. In spite of showing excellent verbal abilities, he could not write legibly at all. He didn’t take part in any sport. He wanted to play rugby but could not catch the ball. He was always in conflict with his class mates for pushing them when standing in line. Not knowing how to help, his teachers recommended that he attend a remedial school.

At home, he refused to do any written homework. He was called ‘clumsy’; he was a poor, restless sleeper who still preferred sleeping with his parents.

His developmental history was uneventful. There were no problems before, during or after the birth. He reached all developmental milestones within normal limits although he showed clumsiness from an early age.

Things went well at school during the earlier grades, in spite of him always having handwriting problems. It was only from Grade 4 that his work showed deterioration. As a result, this spontaneous and friendly child began to lose confidence in himself and believed that he could not do anything right.

During the evaluation, Jason was very tense and needed much encouragement. Results of this assessment showed:

  • Irregular vestibular-cerebellar functioning
  • Poor midline crossing
  • Faulty memory for movement (kinaesthesia)
  • Low muscle tone in general
  • Poor fine motor control
  • Problems with differentiation

Jason began his programme at the beginning of March and ten days later the practitioner was able to confirm that all activities were being done correctly on a daily basis.

Three weeks later, the parents and class teacher attended a programme review. It seemed that Jason was still keen to persevere with the activities and he enjoyed doing them. Progress could be noted. Jason was more relaxed, his balance had improved and he had mastered several of the activities.

There was a definite improvement in his handwriting, which was very encouraging for everyone and his teacher said that as a result of her being better able to read his work, he was clearly more willing to try and produce written work for her.

The teacher had also spoken to the sports coach who said that, as he now understood the reasons for Jason’s clumsiness and lack of coordination, he would give Jason a chance to play rugby in the third school term.

During the third follow-up session, it was reported that Jason was sleeping much better and did not thrash around in bed any longer. He no longer showed problems with midline crossing or differentiation. Handwriting continued to improve and his confidence continued to grow.

Jason still had a way to go before being able to work up to his potential, but his parents and he understood this and were committed to continuing his programme.

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