• Phonemic Awareness
• Critical Thinking
• Study Skills
• Reading Comprehension
• Listening Comprehension
• Following Directions
• Academic Performance
Individuals of all ages may experience the symptoms of an undiagnosed and untreated concept imagery dysfunction.
A primary cause of language comprehension problems is difficulty creating an imaged gestalt-a whole. This is called weak concept imagery. This weakness causes individuals to only get “part” such as a few facts or details rather than the whole picture.
The Nancibell® Visualizing and Verbalizing for Language Comprehension and Thinking®(V/V®) successfully stimulates concept imagery. Individuals become able to image gestalts which include color, and even movement.
A cause of difficulty in establishing slight words and contextual fluency is difficulty in visualize letter in words. This is called weak symbol imagery. Symbol imagery can be defined as the ability to visualize the identify, number, and sequence of sounds and letters within words. A significant number of students-even those who have well-developed phonemic awareness-have difficulty with rapidly perceiving sounds in words, and thus are slow self-correct their reading errors. Their spelling is often phonetically accurate, but they can’t remember the visual patterns of words.
The Nancibell® Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words and Spelling Program successfully develops symbol imagery and directly applies that sensory-cognitive function to sight word development, contextual fluency, spelling and increasing the speed and stability of phonemic awareness. The program begins by visualizing the identify, number, the sequence of letters for the sounds within words, and extends into multisyllable and contextual reading and spelling.
This new program may be a missing link in literacy development. Developing symbol imagery directly stimulates dual-coding (the integration of imagery and language) for the reading and spelling task. Long overlooked, this important function can now be assessed and developed.
The Talkies® program aligns with a theory of cognition, Dual Coding Theory, and through sequential steps brings the nonverbal code of imagery to consciousness. The goal is to engage the individual to consciously create and access mental representations and stimulate his or her awareness of the imagery-language connection. Talkies® is not intended to diagnose or be an exclusive treatment for speech-language pathology and audiology disorders.
Talkies® is a primer to the Visualizing and Verbalizing® (V/V®) program, and the goal of Talkies® instruction is to develop mental imagery as a base for language comprehension and expression. Talkies® is especially helpful for students who need simple, smaller steps of instruction to establish the imagery-language connection. Talkies® instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.
The goals of Talkies®, primer to the Visualizing and Verbalizing® (V/V®) program, are to…
Bring nonverbal imagery to consciousness
Establish the imagery-language connection
Increase oral vocabulary
Improve language comprehension and expression
Talkies® is suitable for developmental or remedial instruction
Program, by Nanci Bell and Kimberly Tuley, stimulates the ability to image and verbalize the concepts and processes of math. Concept imagery – the ability to create an imaged gestalt from language and numeral imagery – the ability to visually hold and retain numbers and math facts – are integrated with language to improve math computation and problem solving.
On Cloud Nine® Helps Children With:
Weak math facts:
They may have difficulty learning and retaining math facts such as basic addition, substraction, multiplication.
Weak mathematical concepts:
They may have difficulty grasping mathematical relationships such as carrying borrowing, multiplying and dividing.
Weakness in applying much:
They may have difficulty generalizing and applying math concepts in different aspects of math and even real life situations.
Weakness in word problems:
They may have great difficulty understanding and solving word problems.
Weakness in higher math:
They may have learned some basic math, but experience difficulty with higher math such as fractions, decimals percents and algebra.
Academic Courses for Students from Pre-K to Post Secondary
Early Intervention I and Early Intervention II: Social-Emotional Development
Early Intervention I and Early Intervention II: Receptive-Expressive Language
Early Intervention I and Early Intervention II: Cognitive Skills / Pre-academic Skills
Early Intervention I and Early Intervention II: Fine Motor / Gross Motor
Early Intervention I and Early Intervention II: Self-Help Skills
Kindergarten and Junior II: Social-Emotional Development
Kindergarten and Junior II: Receptive-Expressive Language
Kindergarten and Junior II: Reading
Kindergarten and Junior II: Math
Kindergarten and Junior II: English
Senior I and Senior II : Social-Emotional Development
Senior I and Senior II : Life Skills
Senior I and Senior II : Reading / Literature
Junior II, Senior I and Senior II : Math
Senior I and Senior II : English
Senior I and Senior II : History
Senior I and Senior II : Science
The Transitional-Vocational Program provides placement for teenagers aged sixteen years of age through adulthood in preparation for working and interacting in adult environments with as great a degree of independence as possible. A continuum of training and placement opportunities are available in order to accommodate individual interests, strengths, abilities and cognitive levels.
Components of the Transitional-Vocational Program include:
Activities of Daily Living
Conducted by: Genesis School for Special Education
Details of Course
Click here for course pre-requisities and fee schedule
For enquiries please call: 6733 1172 or email to firstname.lastname@example.org
All support service providers work together with the Principal, teachers and parents as an integral part of the child’s educational TEAM. TEAM meetings are held on a biannual basis to review and monitor each child’s progress in all areas of the Individual Education Plan.
Therapy Services include:
Student / Family Support Services Include: