The Sensory Learning Process devised by Mary Bolles in Boulder Colorado, has evolved as an intervention to be used when a child was struggling with learning and behaviour problems. Although learning problems are often thought of as reading, writing, and behavior disturbances, they have deeper roots in communication breakdowns between the sensory systems. Sensory perception problems create ongoing fear and frustration in the child with learning problems.

Sensory perception problems can take a variety of forms:

Visual - Within the visual system the sensory perceptual problem can appear as constricted colour visual fields. Even though the child may have 20/20 vision, such constriction results in insufficient visual information being carried back to the brain. This limited visual information results in difficulty with recognition, association and memory.

Auditory - the child may have uneven hearing or extreme sensitivity to specific sound frequencies. Behavioral and cognitive problems can arise when sounds are perceived in these distorted manners. This altered perception can lead to difficulties with comprehension, speech and emotional response.

Vestibular - The vestibular system establishes the basic relationship of a person to gravity and the physical world. It is the unifying sensory system. Organisation, integration and transmission of visual and auditory messages depend on the proper functioning of this system. When the vestibular system does not function in a consistent and accurate way, the interpretation of other sensory messages will be inconsistent and inaccurate.

Motion (which stimulates the vestibular system) excites the lower brainstem area where auditory and visual messages integrate with proprioceptive messages from the parts of body controlled by the muscles. Sensory perception problems in this area can cause a lack of co- ordination between the visual and vestibular systems.

The Multi-sensory learning system combines elements of vision therapy, auditory integration training and occupational therapy to address sensory perception problems. This multi-sensory approach encourages the three main sensory systems to work together and for the child to integrate the experience as a whole.

The participant lies on a gently moving table which stimulates the vestibular area of the inner ear as if the person were rolling over and over like a log. This technology was inspired by the pioneering work of the late occupational therapist Dr. Jean Ayers.

Simultaneously, a slow pulsating coloured light above the table stimulates optic nerve fibers to become more receptive, increasing the amount of light or photocurrent being carried back to the brain. The frequencies used in the filters are based on the research of the College of Syntonic Optometry, a 75-year old health science.

Through headphones, the participant receives the third modality, modulated musical sound which shifts attention from point to point continually bringing them present. The sound program also enhances auditory processing, listening ability and speech development. This auditory training is based on the work of two French medical doctors, Dr. Alfred Tomatis and Dr. Guy Berard.

The Multi-sensory learning system is a non-invasive, non-cognitive approach engaging children in a sensory environment to optimise development of visual and auditory processing and sensory integration.