CONDITIONS

Acquired Brain Injury (ABI) can happen to anyone, at any time, through accident or illness.

ABI can cause physical and/or psychological difficulties eg, impacting upon our ability to undertake activities of daily life (ADL) and affecting the way we think and behave, in everyday situations.

We can help you with assessing initial and on-going needs, offering treatment where appropriate, to improve clients’ function, independence and quality of life.  This may be through equipment provision, property adaptation & training.

www.childbraininjurytrust.org.uk
www.headway.org.uk.

Cerebral Palsy (CP) is a condition which can result in minimal to major difficulties with muscular control, positioning and our general development.We may have disturbance in muscle tone, which can be high (tight) or low (floppy).This means that practical activities may be difficult to undertake.

We can help you with assessing needs, offering treatment where appropriate, to improve function, independence and quality of life.This may be through equipment provision, splinting, treatment programmes, advice and liaison with educational staff.

www.scope.org.uk

Developmental Coordination Disorder (DCD) is a movement-skill condition which affects accuracy of performance.It becomes more apparent when a child reaches school age, as their abilities can begin to differ from those of their peers.A child’s schoolwork and everyday tasks eg, handwriting, PE, organisational and planning skills, understanding of lesson presentation, feeding, dressing and play skills can be affected.

We can help with a detailed assessment, taking into consideration the child’s, carers’ and teaching staff’s concerns.We can then design a child-specific treatment programme, which is tailored to each individual child’s needs.

Within school, therapy-specific targets are closely linked to lesson plans, statements of Special Educational Needs (SEN) and Individual Education Plans (IEP).Therapists will treat in school, as often as the child’s needs dictate.We will also advise teaching staff to continue these programmes, away from therapy sessions.

At home, therapy-specific targets are designed alongside discussion with the child, carers and support network.Assistance can be offered in the areas of:

  • Dressing
  • Feeding
  • Toileting
  • General self-care (eg brushing teeth, hair brushing, shoe laces, zips, buttons).

Sensory Processing Disorder is a condition causing difficulties with receiving, processing and responding to information about our environment and from our own body ie, seeing/hearing/feeling/smelling/balance and proprioception.

We can react and behave unusually and find things harder to do.Typical difficulties are planning/organisation/learning/avoiding activities and difficulties with activities of daily living.

We can help with providing a detailed assessment of sensory difficulties and offer advice and/or treatment, where appropriate.

www.sensoryintegration.org.uk

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Click on the coloured segements in the image below to learn more about what each area of the brain does.

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frontal lobe parietal occipital temporal cerebellum brain stem cerebral cortex