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IAET Educational Therapy Centre

Educational Therapy services are being given to the Children with special needs at IAET Educational Therapy Centre at the registered office of the IAET. Learning Disability assessment, and support services have been given to the parents of those children.








  • FIE-Feuerstein Instrumental Enrichment Programs (The Feuerstein Institute, Israel).
  • LPAD-Learning Propensity Assessment Device (The Feuerstein Institute, Israel).
  • Learning Disability Assessment and Educational Therapy for Children with Special needs.
  • Psychological Assessment and Psychotherapies.
  • Career Guidance and Counselling



1.Feuerstein Instrumental Enrichment Program (FIE) developed by The Feuerstein Institute-the International Institute for the Enhancement of Learning Potential, Israel. Standard Basic

2.LPAD – Learning Propensity Assessment Device – The Feuerstein Institute-the International Institute for the Enhancement of Learning Potential

3.NILD Educational Therapy Techniques ( National Institute for Learning Development)

4.SEARCH AND TEACH ( National Institute for Learning Development)

5.Strategies Intervention Model developed by the University of Kansas Centre for Research on Learning.





Reuven Feuerstein, a cognitive psychologist in Israel, developed a special program of cognitive education for young children and for functionally delayed adults, known as “Instrumental Enrichment Basic.” (A separate program, designed for learners of ages 9 through Adult is also available, known as “Instrumental Enrichment Standard”). The Basic program has ten separate segments—called “instruments”—which are targeted to early learning needs in mathematics, literacy, and social interaction. Teachers are trained to mediate the students’ use of the instruments and strengthen their processes toward readiness for mathematics and literacy.

Reuven Feuerstein, a cognitive psychologist in Israel, developed a special program of cognitive education for young children and for functionally delayed adults, known as “Instrumental Enrichment Basic.” (A separate program, designed for learners of ages 9 through Adult is also available, known as “Instrumental Enrichment Standard”). The Basic program has ten separate segments—called “instruments”—which are targeted to early learning needs in mathematics, literacy, and social interaction. Teachers are trained to mediate the students’ use of the instruments and strengthen their processes toward readiness for mathematics and literacy.







Each instrument focuses on one particular cognitive function that is pre-requisite to successful school learning; the tasks become increasingly complex and abstract. Implementation is recommended for one half-hour daily over a period of two years.

1. Organization of Dots

2. Orientation in Space

3. Identifying Emotions

4. From Empathy to Action

5. From Unit to Group

6. Tri-Channel Attentional Learning

7. Compare and Discover the Absurd

8. Know and Identify

9. Thinking to Learn and Prevent Violence

10. Learning to Question for Reading Comprehension

The Feuerstein program for children of ages 3-8 is known as Instrumental Enrichment Basic (FIE-Basic) and is also intended to be used with students of any age who have identified disabilities. The following results of the program have been reported in the research literature in several countries:

Significant improvement in students:

  • Motor Development
  • Reduction of Anti-Social Behaviour
  • Language Development: Verbal Concepts, Visual Discrimination
  • Logical Relationships
  • Knowledge Acquisition
  • General Reasoning
  • On the WISC-R Intelligence Test: Picture Arrangement, Picture Completion and Similarities.


A version of the program has also been designed for adults in business, industry, and senior centers. The Feuerstein program for older children through adults is known as Instrumental Enrichment Standard (FIE-Standard); the program has existed since the 1950’s and has been the subject of more than 1000 research studies in numerous countries. The effects of the program have been reported for students, teachers, and parents, as follows:

For Students, significant improvement in:

  • Reading Comprehension
  • Mathematical Concepts
  • Mathematical Computation
  • Observed Thinking Behaviours
  • General Reasoning
  • Real-World Problem-Solving Situations
  • Awareness of their own Thought Processes.

Instrumental Enrichment: Standard Version

They include cognitive skills that connect with the entire curriculum.

Feuerstein Instrumental Enrichment (FIE) is a long-standing and well-researched higher-level thinking skills program for early childhood through adult learners, developed by Prof. Reuven Feuerstein at the Institute for the Enhancement of Learning Potential in Israel. This special program provides learners with a broad array of problem-solving strategies in an engaging format which uses color-based paper and-pencil exercises, with the expert coaching of a specially-trained teacher or other adult.

Some of the cognitive functions enhanced by the program include:

– Comparison

– Time Relationships

– Categorization

– Numerical Relationships

– Finding Patterns Creating and Following Exact Instructions

– Orientation in Space

– Overcoming Impulsivity

– Using Logic Analysis

– Being Precise

All activities are designed to increase the individual’s capacity for learning. Each set of cognitive functions is taught through a thematic collection of activities, known as an “Instrument”, using content-free materials which the learner then uses to make applications (or “bridges”) to applications to school subjects and to the outside world. In all, FIE has a total of 14 different instruments for older learners, while the early-childhood version has 10 instruments, each on a different cognitive theme.

An important part of the learning process is “metacognition”, in which the learner is led to consciously reflect on the mental processes she or he is using in order to solve the problems; thus, the learner eventually becomes independent because she or he develops a clear sense of the mental tools which she or he should use in most problem-solving situations.

The role of the teacher is unique in that she or he acts, not as a teller of information, but instead as a “mediator” – one who suggests strategies, asks leading questions, and coaches, so that the learner is actively involved in the problem-solving process.

Research with both special-needs and regular students has indicated significant improvement in learners’: (a) reasoning skills, (b) performance on standardized tests, (c) habits of systematic approaches to cognitive tasks, and (d) problem-solving strategies in real-life problem situations. For example, students showed improvement in reading comprehension, math computation, finding multiple solutions to the same problem, and inventing problem solutions with clear sequencing and detail. In addition, implementations of the program in school settings have resulted in important improvements in student behaviour, and in mandated state-test scores.

Other evaluation results have shown that the program helps:

  • Teachers and parents to assess which cognitive skills are slowing down their students.
  • Strengthen specific ways of thinking and build new thinking habits on more than 200 problem-solving tasks.
  • Develop metacognition (thinking about thinking) as students solve problems that gradually increase in complexity over 2 to 3 years.
  • Develop intrinsic motivation for learning.
  • Change the structures in students’ brain systems.
  • Transfer important learning skills to all curriculum areas.
  • Improve students’ scores on standardized achievement tests of up to two years’ growth after less than six months of intervention.

Specific versions of the program are available for early education, special-needs students, sight-impaired students, inclusive upper-grade students, and adult classrooms for one-on-one tutorials.

Training of teachers is an in-depth professional experience over 5 days for each of the 3 levels of the program, and can be scheduled flexibly.

Implementation of the program is also unique and the results were significantly positive in terms of student achievement on state-mandated testing as well as in such areas as general problem-solving abilities. Other examples of implementations have included after-school tutorial programs which have proven to be a valuable supplement to regular-school instruction, again with measurable gains by students. IAET ET Centre is committed to providing not only the training of teachers but also continuous technical assistance throughout the implementation phases to advise educators on such areas as curriculum integration of program, follow-up with students, parent orientation, and evaluation strategies to analyze the effects of the program.

The Standard version of the program contains 14 instruments.


  • Organization of Dots
  • Comparisons
  • Orientation in Space I
  • Analytic Perception
  • Illustrations
  • Family Relations
  • Categorization
  • Numerical Progressions
  • Temporal Relations
  • Instructions
  • Orientation in Space II
  • Syllogisms
  • Transitive Relations
  • Representational Stencil Design

The Learning Potential Assessment Device (LPAD)

The LPAD is a procedure and a set of instruments that enable us to evaluate the learning process and identify the individual’s cognitive functions, operations and problem solving strategies. The LPAD is based on Feuerstein’s theory of Structural Cognitive Modifiability, which proposes that intelligence is dynamic and modifiable, not static or fixed. LPAD offers a viable alternative to static IQ type of tests, because it focuses on the learners’ dynamic potential or propensity rather than their current performance level. The LPAD has an interactive nature with the evaluator actively mediating to the student in the process of assessment.

The goals and procedures of LPAD differ in principle from those of static assessment. The LPAD is process rather than product oriented, it investigates the learner’s process of reasoning rather than the quantifiable answers. LPAD compares the learner’s performance to his or her own performance at different times and different conditions, rather than to the age norm. LPAD evaluates individual learning propensity and cognitive modifiability rather than the current level of performance. LPAD actively produces in the learner a sample of cognitive changes and uses them for evaluation. The outcome of LPAD procedure is a descriptive profile of modifiability that includes the area of cognitive change and degree of change. On the basis of LPAD assessments recommendations are made regarding the psycho-educational intervention, which often includes the Instrumental Enrichment (FIE) program.

The LPAD battery consists of 15 instruments aimed at assessing cognitive processes related to perception, attention, memory, problem-solving, and logical reasoning, including:

Organization of Dots,
Complex Figure Drawing Test,
Reversal Test,
Diffuse Attention Test (Lahy),
Positional Learning Test,
Plateaux Test,
Associative Recall (Functional Reduction and Part-Whole),
16 Word Memory Test,
Tri-Modal Analogies,
Raven Colored Progressive Matrices and Standard Progressive Matrices,
Set Variations B-8 to B-12,
Set Variations I,
Set Variations II,
Representational Stencil Design Test (RSDT),
Numerical Progressions,

LPAD assessment can be carried out both individually and in a group format (10-15 students per group) with a wide range of clients and for a variety of goals. For example, LPAD can be used for assessing children with severe developmental, behavioural and learning problems and developing remediation programs for them.


Developed by NILD-National Institute for Learning Development, USA.

Goals and objectives:

To improve Reading, Spelling, Vocabulary and Word Analysis skills.

To improve reading inflection, rate and rhythm.

To develop proofreading skills.

To develop understanding paragraph structure.

To improve reading comprehension and language processing.

To encourage application and transfer of spelling rules.

To improve near-point copying.

To improve phonics and promote phonemic and phonological awareness.

To develop syllabication and structural analysis skills.

To visual-motor integration.

To develop sensory integration.

To improve directionality.

To strengthen visual imagery.

To improve long-term visual and auditory sequential memory.

To develop long-term visual memory, strategic thinking.

To improve visual discrimination and sequence.

To improve formation and retention of visual image.

To improve auditory attention, auditory memory and listening skills.

To improve auditory short-term memory.

To develop problem solving ability.

To improve mathematical reasoning and logical thinking.

To develop mathematical vocabulary and concepts.

To internalize basic math facts.

NILD Techniques:

Rhythmic writing
Dictation and Copy
Math Block
Blue Book
Auditory Memory Training Exercises
Sounds of Speech
Let’s Read
Moveable Alphabet

Benefits of the NILD Techniques:

(i) Powerful for strengthening a student’s ability to understand, manipulate and use the sounds of language.
(ii) Development in phoneme understanding, syllabication, spelling generalizations and reading.
(iii) Significant changes in motor coordination, working memory, directionality, sequencing skills and mental calculation.
(iv) Improvement in auditory sequential skills, short-term working memory and vocabulary skills.

SEARCH AND TEACH: Developed by NILD-National Institute for Learning Development, USA.

SEARCH AND TEACH is a program to identify children vulnerable to learning failure and to offer educational intervention before failure has occurred. This is a prescriptive approach designed to prevent problems by building those neuropsychological skills necessary for progress in reading, writing and spelling.

All children vary in development within the various areas necessary for school success and specifically for learning to read. A child may be strong in some areas and weak in others. Programs that work with young children must stimulate and develop these weak areas rather than place undue demand on them. Requiring work for which it is assumed that a child is developmentally ready, and yet is not, will only frustrate the child and often result in failure and a poor self-concept. Children need time and experience with the various areas in order that natural development can occur.

When a child has matured in every area, the demands of learning to read and write are minimized and learning is fun. We can give no greater gift in the process of learning to read than to provide opportunities for children to experience success early in their school career rather than waiting until the sad cycle of frustration and failure sets in before we do anything to help.

IAET Educational Therapy Centre desires to take a proactive position in helping some of our youngest students experience success as they begin the life-long skill of reading. That is why we offer the SEARCH and TEACH Program. SEARCH is for all kindergarten students to determine if they could benefit from some additional help. It is done early in the school year before “formal” reading instruction occurs for the very reasons mentioned above. TEACH is for kindergarten and or first grade students who would benefit from the program of activities that help get them ready to be successful readers.

When there is a lag in visual development the child may have difficulty remembering what he or she sees and this affects his/her ability to see the differences between letters, numbers, and shapes. Motor development affects a child’s ability to move his body. There is not anything physically wrong with their legs, arms, hands, or fingers – it is just that they don’t always work well together. Learning to jump rope, tie a shoe, hold a pencil, cut with scissors, trace, copy and write are all related to motor development. The control needed to sit still can also be affected by this area.

SEARCH, the first part of the program, enables the teacher to identify children who are at risk for learning problems and to assess strengths and weaknesses in those skills basic to school learning. TEACH provides a range of learning activities from which the teacher can select those appropriate to the individual profile of assets and deficits which the scanning by SEARCH has revealed.

This program can be implemented in school or clinical settings. The vulnerable children can learn the basic skills to school learning through maturational processes and formal and informal educational experiences prior to first grade.

SEARCH: SEARCH is used for assessment to establish intervention priorities. This instrument helps to identify the basic components that relevant to school learning. SEARCH includes visual tests, auditory tests, intermodal tests and neurological examination which will help the teacher to plan core areas and teachable skills for an individual child.

The components of SEARCH measures the following:

  1. The perceptual skills required for accurate recognition of letters and words.
  2. Basic visual-motor skills which become automatic in order to learn to write legibly and fluidly.
  3. Ability to chronologically organize ideas necessary for good reading comprehension and study skills related to reading.
  4. The ability to tell the difference between sounds that are frequently confused by children.
  5. The ability to correctly pronounce the sounds in some common English words.
  6. The readiness for learning to read and the accompanying writing that goes with beginning reading instruction.
  7. The nature of the reading and writing process and awareness of directional orientation required for many activities in school and life.
  8. Fine-motor skills.

TEACH: The TEACH program consists of 55 teaching activities. These tasks are arranged in order or difficulty so that the teaching plan can provide for stimulation of deficit areas at the appropriate level of difficulty for the child.

  1. The child also learns to order progressively more difficult content and to deal with figure and background.
  2. The tasks teach basic motor patterns that underlie writing. The child learns to control fine movements and to monitor the direction and targeting of these movements, he or she learn more difficult activities such as the copying of symmetric and asymmetric forms and then letters.
  3. The child learns the skills which are basic to phonic word attack in reading. The tasks also teaches the child to deal with auditory sequence which helps to build skills basic to reading comprehension and study skills.
  4. The tasks also teach the child stable orientation concepts within himself and projected upon the environment. The concepts of these teach tasks teach the child acquisition of the consistent left-to-right progression necessary in reading and writing, in processing oral and written instructions, and in building correct temporal and spatial organization.
  5. The integration of auditory and visual perception tasks provide practice which help in preparation for beginning reading and teach the child to match the temporal and spatial position of initial consonant sounds, consonant blends, and digraphs, to associate the visual symbols with their auditory equivalents and to practice.


Learning Strategies Curriculum developed by the University of Kansas Centre for Research on Learning. The Learning Strategies Curriculum has been designed to enable students to cope effectively with such curricular demand to generalize their use of new skills to a variety of settings including general education classes and home and employment settings.

These strategies will be used to enable students to learn study skills and content material effectively to perform academic tasks independently. Each strategy under the system is task specific and is designed to meet specific curriculum demands, developing the student’s ability to gather, organize, store and retrieve information, and finally express it effectively in writing. This strategies are well suited for use with students with Learning Disabilities as well as mainstream students in middle and senior school.

The Learning Strategies Curriculum consists of three instructional strands: the Acquisition Strand, the Storage Strand and the Expression and Demonstration of Competence Strand. The Acquisition Strand enable students to gain information from written materials. The Storage Strand strategies are designed to enable students to organize, store, and retrieve information. Finally, the Expression and Demonstration of Competence Strand includes strategies that enable students to complete assignments, to effectively express themselves in writing, and to take tests.

These strategies will be used to enable students to learn study skills and content material effectively to perform academic tasks independently. Each strategy under the system is task specific and is designed to meet specific curriculum demands, developing the student’s ability to gather, organize, store and retrieve information, and finally express it effectively in writing. These strategies are well suited for use with students with Learning Disabilities as well as mainstream students in middle and senior school. We structure our learning setting so the students can access materials and begin working independently.

What kind of results can you expect?

When the Learning Strategies Curriculum are taught significant gains will be realized both in behaviours associated directly with strategy and in reading comprehension. This will enable the low achievers to perform at levels that are competitive with those of their typically achieving peers. Our experience indicates that student performance will markedly increase.

Students can witness all the cognitive processes as well as the overt behaviours involved in performing the skill. Each aspects of the skill and the cognitive processes involved must be presented clearly and explicitly. Students are encouraged to ask questions to ensure their understanding of our demonstration.

Students are asked to perform parts of the cognitive processes and overt processes involved in the skill while also instructing themselves on what to do. Finally the students are given ample opportunity to practice using the new skill in materials that are, in large measure, devoid of many of the demands of their regular course materials.

Students can build their confidence and fluency in performing the skill. They will receive the most important instructional element of the entire teaching process. Research has shown that students make the greatest gains when they receive elaborated and well-timed feedback. Such feedback will help the low-achieving students in mastery of the targeted skills.

Learning Strategies Curriculum:

1. Fundamentals in the Sentence Writing Strategy:

This is used by students to write four types of sentences: Simple, Compound, Complex, and Compound-Complex Sentences. This will help them prepared to respond many of the complex writing demands in secondary and higher secondary schools. The instructional methods associated with the Sentence Writing Strategy were designed for teaching students who have difficulty with learning the basic principles associated with sentence construction and written expression. Thus, through these methods, students learn a set of steps and key formulas that help them recognize and write different types of sentences. Instruction in this strategy is systematically sequenced so that students who have difficulty learning have ample opportunity to practice identifying and writing different types of sentences. Instruction in the Sentence Writing Strategy has been designed from a remedial perspective.

2. Proficiency in Sentence Writing:

The Sentence writing strategy is used to teach students the basic principle associated with sentence construction and written expression. The instructions in this strategy help them recognise and write different types of sentences.

3. Word Mapping Strategy:

The Word Mapping Strategy is designed to help students learn how to predict the meaning of unknown words by identifying parts of words that have meaning and use the part to predict the meaning of the word. The process aims to improve comprehension. These skills are critical when students are reading a text in school and when they take standardised reading comprehension tests.

4. The Fundamentals of Paraphrasing and Summarizing:

The purpose of teaching this strategy to the students is to make them how to translate information into their own words; for finding the main idea and details of each paragraph. Paraphrasing means putting information into our own words and we can paraphrase a single word, a phrase or group of words, a whole sentence, a whole paragraph and a whole page.

5. The Lesson Organizer Routine:

The Content Enhancement is an approach to planning instruction for and teaching content to diverse groups of students. It involves making decisions about what content to teach, manipulating and translating that content into easy-to-understand formats, and presenting it in memorable ways. This Lesson Routine is explicitly introduced to the group of students, so students can understand how the teacher’s use of the routine and their own participation in the routine can markedly improve their academic performance.

This approach includes the following: (a) Thinking deeply about what students need to know; (b) Selecting the central concepts that make the details and facts hang together; (c) Identifying relationships among the concepts; (d) Selecting and constructing instructional devices that will enhance the content and

(e) Presenting the content in a way that actively involves students while enhancing their learning.

The Lesson Organizer Routine is a part of Content Enhancement Series.  This is used to introduce and build a lesson in which students (a) Understand the main idea of the lesson; (b) Relate the lesson to their background knowledge; (c) Understand how the lesson is structured and how the information is organized; (d) Distinguish the most important parts of the lesson content from the less important; and (e) Understand the tasks and expectations associated with lesson.

6. The Self-Questioning Strategy:

The Self-Questioning Strategy has been designed to help students deal more effectively with the complex reading demands of elementary, secondary, and higher secondary settings. This Strategy is taught in the Acquisition Strand. Using this strategy students can improve their understanding and recall of information in a reading passage. Research has shown that students’ comprehension and retention scores increase in proportion to the quality and quantity of the questions they ask themselves while reading passage.

This strategy requires that the students actively interact with the material rather than passively read it. The division of the reading passage into small units and the alteration of activities i.e. reading, questioning, predicting, reading, answering, etc. require that students verbalize the new information that they are learning. This is another process that can enhance understanding and recall. Thus, the Self-Questioning Strategy can help students become better readers-better able to understand and remember what they read. Additionally, use of the strategy should help them become more successful in situations in which they need to gain information from written materials.

About The Director

Dr.S.Manoharan, Psychologist and Educational Therapist, is the Director of IAET Educational Therapy Centre.  He is the President of IAET since 2014.  Further he is a Professional Life Member of IAET.  He is a Post Graduate in Applied Psychology and has Post Graduate Diploma in Guidance and Counselling.  He has been working with children with special needs for the past eight years and having experience in psychological services for more than a decade.  He is involved in cognitive education and educational therapy training for the past four years and conducted various Thinkspire-Cognitive Skills Enhancement Programs for Psychologists, Teachers, Students and Parents.  He has been training Post Graduate Students, Research Scholars in the field Psychology and Education. He is also an Online Trainer for Educational Therapy courses of IAET and conducts Training on Educational therapy for Specific Learning Disability (SLD) and Nonverbal Learning Disability (NLD).  He has trained more than four hundred professionals.

He is a certified Feuerstein Instrumental Enrichment Basic Trainer (The Feuerstein Institute, Israel).  He graduated in the Feuerstein Instrumental Enrichment Basic Trainers-1 at Shoresh 2017, the Feuerstein International Summer Workshop at Milan, Italy and in the Feuerstein Instrumental Enrichment Basic Trainers-2 at Shoresh 2018, the Feuerstein International Summer Workshop at Amsterdam, Netherlands.   He is the Second Certified Feuerstein Instrumental Enrichment Basic Trainer in India.  He is a licensed LPAD (Learning Propensity Assessment Device) Assessor and certified practitioner of Feuerstein Instrumental Enrichment Programs of all levels of FIE-Basic and FIE-Standard, the cognitive education program developed by Professor Reuven Feuerstein, the Feuerstein Institute–the International Centre for the Enhancement of Learning Potential, Israel.  Feuerstein Instrumental Enrichment program is an approved teaching method program in India by Rehabilitation Council of India (RCI).

He has done Educational Therapy course of National Institute for Learning Development (NILD), Regent University, Virginia, USA and prior to this he had done training on SEARCH and TEACH an early identification and intervention program developed by NILD.  Further he has done a certificate program Tutor training on Remedial Teaching Methodologies for Specific Learning Difficulties and trained in Strategic Instruction Model-the Learning Strategies Curriculum developed by Kansas University-Centre for Research on Learning, USA.

He is an Air Veteran served the country as a Non-Commissioned Officer in Indian Air Force.  He had undergone practical training on Psychodiagnostics, Behavioural Therapeutic Intervention and Counselling at Department of Psychiatry, Command Hospital Air Force, Bangalore.  Later, he joined as a Psychologist in a private school, which serves the children with special needs.  He has been trained on various Psychological Therapeutic Interventions like EMDR, Transactional Analysis (TA) etc. and he has hands-on experience in working as a Psychometrician.

He is a Certified First-Aider by St.John Ambulance (India) and Rashtriya Life Saving Society-RLSS (India).  He has done General Course on Intellectual Property of WIPO Worldwide Academy, World Intellectual Property Organization and also trained on Intellectual Property by National Research Development Corporation, New Delhi.

He is a Professional Life Member of Eye Movement Desensitization Reprocessing (EMDR) Association, Life Member of Indian Academy of Applied Psychology (IAAP), Life Associate Member of Indian Association of Clinical Psychologists (IACP), Member of Maharashtra Dyslexia Association (MDA), Mumbai, Member of Cognitive Science Society (CSS), USA and Life Member of Air Force Association (AFA).

He is also the Director of Saatmya Learning Centre, which provides mental health and educational therapy services.  Saatmya has seeded the growth of IAET.  His areas of work and specialty include assessments, neurocognitive development and diagnostics, cognitive training, early childhood special education, behaviour disorders, and behavioural interventions.  He currently conducts Training programs at IAET and Saatmya Learning Centre in the areas of cognitive science, behaviour therapy and educational therapy.

He believes Education is the most powerful tool which can be used to change the world and the function of education is to teach an individual to think critically with passion.

He prefers implementing novel ideas and techniques while teaching, and this is his biggest strength as he applies these strategies, thus, making learning interactive and fun.  He has the ability to change child’s behaviour through interacting with parent and guiding them.


“I came to know about IAET Educational Therapy Centre through a common friend.  Mr. S.Manoharan conducted an in-depth review with son and with parents. He has segregated the correctional activities and explains what his role will be in each and every sessions.  I am able to see an drastically improvement in my son as he now started thinking about his career and spends much less time in mobile phone.  I thank IAET Educational Therapy Centre for being there for us and wish we can see more changes in him going forward.”

K.Bharathi, Chennai.

February, 2018.

“I have a child, he is studying 8th Std.  Two years back my son was looking sad and didn’t mingle with others.  My son undergone educational therapy sessions at IAET Educational Therapy Centre.  When I met Manoharan Sir my family became very happy.”

M.Revathi, Chennai.

January, 2018.

” In 2017 I approached Mr.Manoharan for behavioural modification therapy for my son.  My son was in 2 nd standard at that time and he was very shy, behaved and talked as if he is in his Kindergartens.  Within few weeks of behaviour activation classes through Feuerstein Instrumental Enrichment Basic Program he was able to understand his own emotions, learnt better ways of handling it and his social skills also developed simultaneously.  We thank Mr. Manoharan for his services.”

A.Karthikeyan, Advocate, Chennai.

January, 2018.

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