Success stories

There are so many wonderful success stories to be told about the power of multisensory learning such as the Orton Gillingham multisensory approach as used by Neurosensory that are truly inspirational. 

The more the practice engages with a truly diverse range of people from all ethnic and economic backgrounds the more we realise there is a vast repository of intelligence and knowledge in the community that remains uncapped, underexploited and underexplored in a significant portion of the community that suffer learning disorders that is not related to intelligence. 

“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin.

We have many inspirational stories to tell; here are just three:

Jack aged 6 years of age – still ‘colouring in’, instead of reading and writing

Jack (not his real name) has autism spectrum disorder and could not read or write or understand the alphabet when he attended Neurosensory.

Jack's school did not expect him to learn and gave him colouring in to do. Jack was confined to the 'too hard' basket.

Jack had attended Reading Recovery at school without success, had been prescribed vitamin supplements without success, eye exercises without success and had embarked on a range of other remedial interventions again without success.  

Jack was demoralised, depressed and disheartened.

Jack also thought he was ‘dumb’. 

The first sentence Jack was taught at Neurosensory was designed to empower him, namely ‘I can do it’.  And in a short time he could!

Jack’s problem was simply nobody, apart from his parents, believed young Jack could succeed.

Jack came to the right place: one of the great strengths of multisensory learning is that multisensory learning activates existing and new ‘neural pathways’ encouraging the brain to overcome neural deficits that interfere with taking information into the brain and storing it for recall.  

Neurosensory designed an individual program that addressed Jack’s specific needs and after a few months of regular multisensory teaching Jack was reading and writing along with his classmates.

Jack continuous to thrive, but recognises he learns differently from others and that there is no quick fix. Jack will need targeted educational techniques for the rest of his life so that he can fulfil his potential as an intelligent young man.


David now aged 18 years – grades at school less than 5%!

David (not his real name) first attended the practice in the second half of year 11 while at high school. David regularly received grades below 5% . 

This intelligent and thoughtful young man failed, and failed, and failed. His parents did the best they could and he was assessed by psychologists and attended an intensive reading program. David had also attended other remedial learning programs without success.

Neurosensory assessed his reading age as equivalent to a six year old. David did not even understand the sounds of individual letters such as ‘D’.

David clearly suffered a learning disorder that was ‘blocking’ his potential. David was extremely insecure, thought he was stupid, and appeared depressed.

A full psychometric assessment showed David was suffering severe dyslexia. Neurosensory designed a remedial learning program to suit his needs.

After a few months of regular attendance David’s results shot through the roof and he became a confident class member and topped a couple of subjects at school! David went on to attend TAFE where he remains and has successfully gained an apprenticeship in cabinet making.

Sophie now aged 20 - diagnosed with moderate intellectual delay

Sophie, again not her real name, then aged about 16 years of age, attended the practice and presented as a shy and socially awkward young woman. Sophie had been placed in a class for students with intellectual delay. Her mother brought her to us because she was concerned Sophie could neither read nor write effectively. Sophie could not add up, tell the time, use money or get around by public transport by herself.

A standardised norm referenced psychometric assessment demonstrated Sophie was performing at year one level at the age of 16.  

A specifically designed remedial program was put together and Sophie attended the practice on a regular basis for close to 1 year. The gains made were remarkable.  At the end of the year Sophie could read simple books, tell the time, read a timetable, and had the confidence to catch public transport by herself and to manage her personal finances.

Sophie commenced a child-care certificate.  The speed with which Sophie advanced put in doubt the original diagnosis of ‘developmental delay’. 

The lesson here is early intervention by a professional qualified in carrying out educational assessments is essential. Anybody with a possible learning disorder should seek advice from those fully trained to assess learning disorders.