flotsam and jetsam and brains, OH, MY!

Only a few days left of our stay in Chino. I've been watching what Georgia is doing, what the teachers and therapists are doing, reading the materials, asking questions. An old friend is interested in how we're dealing with Georgia's proprioceptive issues, (her sense of where she *is* in space) and what the current research is. First, a nifty definition of proprioception:
 Proprioception ( /ˌproʊpri.ɵˈsɛpʃən/ pro-pree-o-sep-shən), from Latin proprius, meaning "one's own" and perception, is the sense of the relative position of neighbouring parts of the body and strength of effort being employed in movement.^[1] It is distinguished from exteroception, by which we perceive the outside world, and interoception, by which we perceive pain, hunger, etc., and the movement of internal organs.
Along with the Samonas Sound Therapy, we're following a program of Core Learning Skills Training, which is a "series of physical balance and movement activities designed to improve visual skills, internal organization, coordination, self-awareness, self-control, and attention". Georgia has retained primitive reflexes and underdeveloped visual and motor skills which cause interference. It's thought that these Core exercises will work to eliminate that interference, thus allowing her to develop an understanding of space and time, which is "critical for developing attention awareness, and control and organization skills." A few of her exercises: The Starfish - she sits on the edge of a chair, leans back, drops her head over the back of the chair while extending her arms and legs, keeping her torso straight...like a starfish. This is incredibly hard for her to do, because of her retained Moro reflex. Something that most of us wouldn't even have to think about to be able to do it. She looks completely uncomfortable and off-balance! Another: The Robot - she lies flat on her back, arms loosely at her side, legs just a bit apart as she lifts one arm straight up, then brings it down and *gently* taps the mat twice. Then lifts the corresponding leg, brings it down and gently taps twice. It continues around clockwise, then counterclockwise three times each. THEN, she has to mix it up by doing left leg, right arm etc. There are others, but hopefully you get the picture! As far as what "current" research is saying, here are some links to a few articles I found: http://www.sciencedaily.com/releases/2004/02/040220074652.htm
http://www.sciencedaily.com/releases/2005/05/050513103548.htm

It's a daunting task ahead of us when we get home, but we'll have plenty of support via our distance-learning teacher.We'll be working on 3 programs simultaneously, trying to carve out 2 hours each day to fit in all of the activities. But it has to be done. No question.

We're not sure yet who our distance teacher will be, but I'm hoping for Liz! She has the BEST voice, and she didn't get all freaked out when I told her what it is I paint. Liz actually seemed to brighten up, asked if I had a website instead of getting that glazed, faraway look like most people do when I tell them I paint brains (and lungs, and intestines, and uteruses...or uteri...I had this debate with Margaret, now I can't remember how it turned out!), and wanted details of my subject matter. I told her "Alot of people say 'Oh, doctor's offices would LOVE your stuff'', but who wants to be sitting in a waiting room, anxious about your diagnosis, staring at a freaky brain floating around with a bunch of flotsam and jetsam bumping into it!" She gave a big laugh, and concurred!