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In a classroom student who may be considered as neurodiverse are identified as having special educational needs such as dyslexia, dyscalculia, dysgraphia, dyspraxia, attention deficit and hyperactive differences, are on an autism spectrum, have emotional, social and behavioural challenges and other learning needs. These learning needs are described often as cognitive differences - which means their brains function differently.

For most of our students with special educational needs (perhaps about 20-25% of any school population) the challenges they have with classroom learning is nothing to do with intelligence or ability but there is a significant performance gap. Neurodiversity acknowledges that some learners have different ways of processing and responding to information than the majority - often referred to as the 'neuro typical'. We refer to these as learning differences rather difficulties.


Energia SOI stands for "Structure of Intellect". This is a highly researched program proving that intellectual abilities can be identified and trained. Energia SOI is a valuable tool to benefit our students in their intelligence, learning and education.


Energia SOI programs we use focus on the foundation for learning. Successful learning requires a certain level of many abilities to be in place - comprehension, memory, critical thinking for decision making (evaluation) problem solving (convergent production), creativity (divergent production) etc. The Energia SOI programs all work together to ensure that these abilities are where they need to be so that your child can unlock their full learning potential!

Let's understand our students or example

In understanding neuro-diversity we recognize these cognitive differences as part of a natural spectrum of 'ways of thinking' which are unique, equally valid and should be educationally and socially celebrated.

  • Do they struggle in work that involves a lot of writing and text work?
  • Are there difficulties with attention and focus?
  • Is copying from the board a difficulty?
  • Does the student have trouble following instructions?
  • What kind of remembering difficulties does the child have?
  • What specific behavioural problems are there?
  • Is there a difficulty with specific language - expressive and receptive?
  • Are there difficulties starting, staying on and with completion of tasks?
  • Is there a problem with sequencing?
  • How successful is the learner in standardised tests?
  • It's relatively easy to be over focused on problems. While there are no 'magic solutions' a better approach is to start at looking at what someone is doing well.
  • Do they engage more effectively with speaking and listening rather than reading and writing?
  • Do they like to engage in group work?
  • Are there particular subjects and interests that engage the learner?
  • Do they respond best with integrated skills rather than individual skills tasks?
  • Do they respond well to visual, kinaesthetic/tactile and auditory stimulus?
  • Do they have imaginative and creative ideas?
  • Do they respond well when given options in tasks or tests where they can decide the format in presenting ideas - through text, visually, drawing, role play, designing/modelling something ,using music, video or some other chosen approach?

How can educators embrace neurodiversity?

We can all do more, as individuals and organisations, to raise awareness of neurodiversity and bring positive changes to our daily lives and in education.

Research has shown that cognitive skills are a determining factor of an individual's learning ability. Cognitive skills are mental skills that are used in the process of acquiring knowledge; these skills "separate the good learners from the so-so learners." In essence, when cognitive skills are strong, learning is fast and easy. When cognitive skills are weak, learning becomes a struggle.

Many children become frustrated and find schoolwork difficult because they do not have the cognitive skills required to process information properly.

Many employees find themselves stuck in dead-end jobs that do not tap into their true vocational potential due to weak cognitive skills. In the later years of life, a lack of cognitive skills - poor concentration, the inability to focus, and memory loss - is a common problem that accompanies us.

It should be noted that, irrespective of age, cognitive skills can be improved with the right training. Weak cognitive skills can be strengthened, and normal cognitive skills can be enhanced to increase ease and performance in learning.

Take a detailed look into the "individualized learning abilities training program"

  • This particular program that was designed specifically for children between 5 to adults is based on SOI (Structure of intellect) theory diagnosis and the application
  • An 80-hour to 100 - hour program, this is done once or twice a week over a 2 - hour session
  • SOI is a system of tests and training materials to develop intellectual learning abilities necessary for academic success. Train weak abilities and enhance strong ones. SOI based cognitive skills training facilitate critical thinking and self-regulation. We equip students with the necessary intellectual skills to learn subject matter, do analytical thinking, become more creative, and learning how to learn

Energia SOI process is simple:

  • Assessment: The SOI test will identify the student's learning abilities. Tests are appropriate for ages five through adult
  • Diagnosis: An analysis is generated based on the student's test scores. It profiles the following areas: cognition, evaluation, memory, creativity, and problem-solving
  • Intervention: Personalized training materials is based on the student's test results. Low abilities are targeted at the beginning of the program. Average to high abilities are further strengthened.

Cognition The most basic of the operations, it includes discovery, awareness, rediscovery, or recognition of information in various forms; comprehension; and understanding.
Retention of information in any form. One of the easiest of the operations to train.

Critical Thinking
Reaching decisions or making judgments concerning the correctness, suitability, adequacy, and desirability of information in terms of identity, consistency, and goal satisfaction. An area that is frequently overlooked in our schools. Teachers tend to make decisions for students, robbing them of the opportunity to make their own decision.
Convergent Production

Problem Solving
Generation of information from given information where the emphasis is upon reproducing conventionally accepted best answers or outcomes. Most school work is convergent production.
Divergent Production

Generation of information from given information where the emphasis is upon the variety and quality of answers. This operation is closely related to the creative process. Fluency, flexibility, and originality are important components of this operation.
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Dr. Mary Meeker and Dr. Robert Meeker

Program Developer

"Intelligence can be trained."