PARENT TESTIMONIALS

My son has quite significant learning challenges and I have looked

into and paid for numerous programmes over the years. The way that he

has worked through Feuerstein over the past few months has certainly

altered the way that I see him tackle a problem. He has found some

parts harder than others, but recently I asked him to re-do a page

that appears very early on in the Organisation of Dots workbook and

was initially difficult for him but he was very surprised and happy to

see how easy he found it now. He was able to articulate that it was

his persaverance and the stratagies that he had learnt over the weeks

of working through this particular workbook that meant he now found

this easy. His vocabulary has increased hugely. I am very pleased

that my son was able to be a part of the class that Whaea Bex was

teaching and to use Feuerstein daily. The skills that he has

acquired and the understanding of the cognitive functions has helped

enormously in all aspects. We notice that he will discuss planning

and the importance of taking his time to be sure of what is being

asked of him - he has commented on the fact he is not so impulsive. I

have been hugely impressed at how the programme has been implemented

in the classroom and how the children are being taught about brain

function and how their cognitions can be strengthened. Almost

everything we do can be related in some way to part of the Feuerstein

and by using the bridging, that I know is a very important part of

Whaea Bex's teaching, this emphasises what is required to succeed no

matter what the task at hand is. My son is aware of the importance of

being organised and is able to explain why this matters. He is more

inclined to check if he is not sure of a word or question, requiring

definitions as he is aware that to not know what is being asked will

mean he is not going to be able to complete the task correctly. Each

page of this programme is worked through at the child's pace - and it

does not matter how much time this takes. Then there can be so many

varied conversations (mediation) that occur with each page and these

conversations continue throughout the day. You can use as much detail

as you wish, for example with the first two pages of Dots, we made and

cut out the shapes that were being drawn, discussed angles and how

they are measured, spoke about right angles and cut a square in half,

spent time walking around pointing out parallel lines. This was

before we tried to work through the first frame of joining the dots

and discussing what strategy may be most beneficial.

The programme has made a huge impression on me and I have now

undertaken 2 parts of the training and I know that it has changed how

I tackle any work or project that I start. In my most recent

training we studied categorization and when I spoke to my son about

this he mentioned that in order to do this you would need to use

comparisons - he had studied this particular workbook at school and

was able to see how it related.

I only wish that this programme had been commenced when my son was in Year 2 so that he could have completed the entire program at school

and had the benefit of so many other perspectives. He has learnt to

acknowledge other ideas and to argue the case when he believes he has

a valid answer or observation.

My daughter has an increased ability to manage her thought process and planning. She is less hasty and impulsive.

She is more willing to listen to other's opinions now yet she has confidence in her differeing view.

Things seem to have deeper meanings now and her knowledge is discovered upon each 'Reflection' which is documented. She has had many what she refers to as 'Light bulb' moments.

We have been very please with the impact the Feuerstein programme has had on our son's academic, behaviour and emotional success at school. He has really enjoyed the Feuerstein programme because he feels it has helped him apply many new skills to different learning situations. He has embraced a new philosophy where he is content to take his time and not rush into tasks. He now prioritises quality in order to complete tasks thoroughly rather than rushing to finish. He feels reassured that it is okay to slow down. It has also helped him to open up and talk about his learning without any feelings of anxiety. We feel it has contributed to an over improvement in our son's learning ability in that he has discovered a great deal about his own thinking process and his strengths and weaknesses. He's more than happy to question, to try to control his impulsiveness before starting tasks, he enjoys feedback, is confident and well organised in his planning and enjoys reflecting on his work. He has shown a new found maturity, self motivation and self belief in his approach to learning.

My son has improved access to the curriculum this year and is is more engaged in his learning. But more than that he has gained a sense of hope and he knows the process of his thinking is changing. He was worried to start with that it would change who he was,

but he now knows that it is helping him as he sees his results.

I know for children like my son, the most important thing is retaining self esteem (when they don't meet the benchmarks like the other children)

The Feuerstein journey has given him another way of looking at his academic improvement.

I am so excited for him, because he owns his thinking. Thank you so much for introducing us to this programme

I have been very impressed with the metacognition component has been implemented and we are using this more in tasks completed at home. He is being taught the tools to manage the curriculum better and to be able to work through the tasks and he has had more to offer and to add when completing homework.

My son requires extra support and patience and I am so pleased with how he is progressing. The Feuerstein

program is amazing and we can see how it has changed some of the way that he works through his school work. The language that he is using has made it very clear that he is aware of the importance of not being impulsive, being clear on what is being asked, etc.

Here are the real differences we have seen in our Daughter this year that we are thrilled with:She has developed a greater curiosity with regard to her learning. She asks lots of questions and they are very relevant and deep. Sometimes we are taken aback by the questions she asks. She is far more confident in her learning. Seems more positive and empowered. She is improving in reading and writing. She is more focused and is on task most days to complete her homework etc. She is happier at school and doing work. I have a limited understanding of the programme, But I guess what impresses me is the thinking out the box and finding different ways to look at a problem.