Got Questions?

About Learning

  • Q: Why does my child struggle with writing and homework assignments despite his/her proficiency with oral communication?

    A: If a child is able to formulate ideas and express them orally, he/she is strong in regards to auditory skills. However, his/her sensory-motor and visual abilities are weaker. Contemporary families overemphasize auditory skills by frequently playing computer games, listening to nursery rhymes and stories, playing instruments like piano or violin, or watching television. However, sensory-motor and visual abilities are weakened because of the lack of a safe environment and space to practice and thus result in the inability to develop such skills. Thus, children are unable to work on writing and homework assignments properly, and lose interest in such activities. Without addressing these fundamental issues first, attempts at improving homework assignments and writing will be inefficient, taking twice the effort to produce only half the result.

  • Q: Why is my child fidgety and incapable of sitting still during class lectures?

    A: Indeed, there are children that are incapable of sitting still for more than ten minutes before getting up and looking around. Most people might believe that the fault lies in the parents for not teaching them well, or has a fundamental distaste for regulation. However, it actually all depends on the task and reason for sitting still. If at home, for example, the cause must be analyzed: was the child watching television, eating dinner, or doing homework? If at school, this issue must be addressed in an academic perspective: if all the other children are capable of sitting still, the possibility of lagging learning and VAS abilities must be considered and examined.

  • Q: Why is my child inattentive, talkative, and unable to concentrate during class?

    A: Adults often blame poor academic ability on an inability to focus - if only children concentrated more, they would be able to do well. However, the root of this is actually a deficient in balanced learning abilities. If a child is too strong in auditory abilities, he/she will be easily distracted by his/her peers. On the other, if his/her auditory abilities are lacking, he/she might falter in attention because he/she cannot understand the teacher's lesson, resulting in distraction. Learning and VAS abilities are directly correlated to how a child learns. It is only when these learning abilities are up to par with his chronological age that he will be able to learn and perform well. Once these factors are adequately addressed, your child will be able to concentrate on the lesson during class.

  • Q: If my child is left-handed, should I force him/her to become right-handed?

    A: Favoring a particular hand is purely hereditary: it is a biological factor. Before the age of three, the child is in the midst of developing and is often ambidextrous. However, after this developmental stage, forcibly correcting this can result in a variety of psychological problems. For example, anxiety, confusion, stuttering, and bed-wetting might develop. Logical thinking issues might develop as well: directional problems and organization confusion might occur. Thus, this forced correction is not suggested.

  • Q: Why does my child have lack of organization while writing or during oral communication?

    A: Your child's sensory-motor skills might not be up to par: good sensory motor skills will improve the child's time and spatial relationships and enhance organization skills. Your child's visual integration might be lacking: his/her understanding of spatial relationships like angles and perspectives will result in poor organization abilities. Lack of life experiences might contribute to this: since parents often understand their children very well, they might jump in and provide what the child needs before he/she can utilize the opportunity to practice oral communication. Finally, a vocabulary might result in an inability to understand things, especially the abstract, which leads to misunderstandings. Balancing VAS abilities will greatly enhance the child's skills.

  • Q: Why does my child lack social interaction skills?

    A: Children tend to group and make friends with their peers, who are on the same cognitive level. If the child lags behind his/her peers, they tend to become isolated. Also, a lack of coordination with playing equipment can result in ostracization by peers; the first step to establishing social interaction is the ability to understand and coordinate with the child's own body with the equipment. Finally, a lack of language skills might result in an inability to communicate freely with his/her peers, which will cause the child to favor individual play.

  • Q: Why is my child excessively shy and afraid to try new things during playtime and other activities?

    A: When a child is scared of gross motor skill training, the teacher or parents might believe he/she is afraid of trying new things. However, the major reason for this is actually his/her immaturity in particular abilities. Excelling in a particular area does not necessary equate to excelling in a different area. Additionally, the inability to perform such a task due to a lack of certain abilities will result in a child's reluctance to participate. Typically, such excessive shyness in all activities, as part of personality only, is actually rare. Most likely, the child simply shies away from participation in certain activities because of a deficit in skills, which has little to do with innate personality. That a child is outgoing with singing or performing while being timid of climbing a jungle gym has to do with the former, and scolding him/her for the latter is wrong.

  • Q: Why does my child have difficulty with logical thinking and comprehension?

    A: From the aspect of learning abilities: • children might not understand what is being said, and thus be unable to connect thoughts together, because of lack of auditory abilities • through the eyes, children cognitively comprehend new terms; without a basic connection between new vocabulary words and the physical manifestation, children will not understand math problems or sentences because of an inability to understand it • sensory-motor skills enhance the development of children's maturity of cognitive skills; reflexes and, correspondingly, learning abilities will be greatly improved

  • Q: Why does my child struggle with writing? Why does he/she have a poor memory span?

    A: An inability to memorize properly is the result of a child's lower auditory abilities compared with his/her peers. During early childhood development, a lack of complete development via memorizing nursery rhymes and songs can lead to a struggle with remembering details during higher education. Similarly, writing requires the ability to organize and convert that which the writer has thought and recalled from various life experiences into words. This ability must be honed throughout practice and training. If a child can establish strong memorization skills, he/she can draw on a vast repertoire that he/she can utilize while writing. In order to acquire excellent writing skills: • Auditory abilities: memorization and recitation • Language abilities: sentence creation and summarization • Visual abilities: word recognition and connection with definition, ability to catch misspellings • Sensory-motor abilities: establish organization skills to clearly express thought • Encouraging your child to think more, experience more, and read more will bolster his/her abilities to write.

  • Q: Why is my child prone to tantrums?

    A: Various factors contribute to this: • From a physical aspect: nutritional imbalance and other biological factors can lead to outbursts from children. Research shows that such biological factors are actually closely linked with tantrums. • From an emotional aspect: too much stress and a personality prone to distress or an environmentally learned response to certain situations can lead to tantrums. • From a learning abilities aspect: frustration born from an inability to perform on the expected level for a task compounded with a personality prone to emotional distress can result in tantrums. However, introverted children might not react physically, but they might internalize their distress. This is also something parents and students must pay close attention to, for such internalization can result in psychological issues.

About Training

  • Q. How do I schedule training for my child?

    A: Not every child requires LIU's training program. After the ability assessment, our specialists will consult parents on the best course of action, be it enrolling in our program or calling us for support when they have any questions at home. We are more than happy to provide support and help specialized for your child's personal needs. Should LIU's training program be best for your child, a personalized lesson plan will be designed for your child, focusing on VAS areas. Reassessment will be held after 4-6 months in order to adjust this VAS ratio.

  • Q. If my young child already shows average abilities, can I further bolster these skills?

    A: Yes. The VAS training program will greatly enhance the child's academic abilities and support the child in reaching his/her maximum potential.

  • Q. If my child's teacher claims my child cannot focus, will LIU's program benefit him/her?

    A: Yes. The ability assessment will help us to pinpoint the reason for the inability to focus and the VAS area corresponding to it. Thus, we can resolve the issue at its root.

  • Q. My child is older. Will the program be able to help him/her?

    A: Early childhood is the best time to enhance your child's abilities. However, it's never too late to improve.

About Ability Assessment

  • Q. Why is the ability assessment necessary?

    A: LIU-VAS provides children with annual assessment checks. Because of our special training, we can bolster children's learning abilities to one to two years above the chronological age, so, from an educator's perspective, there is no need to worry about academic performance. This assessment allows the specialist to more effectively utilize results to consult parents with important baseline data. According to assessment results, the specialist will either design a program if the child is to be enrolled because of lagging learning abilities. However, if such a program is unnecessary, the results can also allow the specialist to provide support for parents in supporting their children at home. Because of environmental and hereditary factors, each child is unique in his/her abilities and rate of development. The same chronological age does not equate to same abilities. In short, each child has particular strengths and weaknesses that differ from his/her peers. The ability assessment should be performed every year before the child reaches adulthood in order to pinpoint VAS ability levels, since these abilities are directly correlated to how a child learns. It is only when these learning abilities are up to par with his/her chronological age that he/she will be able to learn and perform well. Dismissing trailing learning abilities simply because of medical or psychological issues and refusing to find the root of the matter is incorrect.

  • Q. Do I have to make an appointment for an ability assessment for my child? How do I schedule for an ability assessment for my child?

    A: Yes. Please visit the Contact Us page for our phone number and address, so we can arrange an appointment for an assessment.