"To educate Dyslexics, parents and teachers that Dyslexia is a learning difference and not a disability. To help Dyslexics discover their own learning strengths and unlock their full work and creative potential through Dyslexia awareness, personalized training and accommodation tools."
"...just an update with Tamsin - I took her out of school January 2009 after receiving all your wonderful books, they gave me the courage to take the plunge as school once diagnosed a "problem" had no intention nor staff to teach her with dyslexia in mind...We have not looked back. - Tamsin is now a very happy learner and I bring as much visual learning to her lessons as possible. It's like opening doors every day!...Tamsin is going on 13 now and is much happier in her schooling. Thank you for giving me the knowledge, understanding and the courage to teach my daughter." - Tracy, UK
"Thank you again for your presentation and display at our provincial conference for Aboriginal Head Start, Canadian Prenatal Nutrition, and Community Action Program for Children programs. You will see that people got a lot from your presentation. We were fortunate to be able to have you present."
Acting Director of Communications
Frog Hollow Neighbourhood House
For more testimonials please click this link
FOR PARENTS OF DYSLEXIC STUDENTS
HAVE you felt frustrated when your child's teacher tells you that they are struggling and not keeping up. But the teacher has no answers or solutions for the problem other than your child needs to try harder?
HAS their school told you they think its dyslexia but again the school doesn't have any programs to help with the problem?
HAVE you ever wondered what Dyslexia is all about? Dyslexia is a label for a range of learning difficulties such as:
- confusion understanding letters
- confusion understanding numbers
- problems with printing (Dysgraphia)
- spelling problems
- confusion with arithmetic and math (Dyslcalculia)
- confusion understanding measurements
- confusion understanding a calendar, a clock or time in general
- having difficulty following instructions
- difficulty with reading and comprehending anything written down
- directionality confusion (left/right)
Dyslexia is also:
- being the best organizer in a group of children or employee.
- a problem solver like most of us can only dream of being.
- a person, or student, who defines the statement "thinking outside the box".
- the greatest asset of many of the largest businesses in the world both past and present.
- Dyslexics are empathetic and terrific "people" people making them excellent supervisors, counselors, teachers and therapists.
- they are strong spatial thinkers making them invaluable as engineers, planners, scientists, architects, athletes, mathematicians and any service trade.
- they are highly creative and often artists, writers, poets, entertainers and actors.
We believe:Primary Dyslexia which is the inherited form of Dyslexia is not a dysfunction of the brain or a "learning disability". It is simply a different way of thinking, of processing and learning information.
Primary Dyslexia occurs when the brain is neurologically wired differently for processing verbal and written language than the average reader. This creates issues for learning to spell and read.
If a child is not identified as having Dyslexic issues they often develop self-esteem issues. They experience frustration with the classroom, teachers, classmates and being told they are not trying hard enough, not very smart or have a learning disability.
They begin to feel self limiting beliefs caused by RSI or Repetitive Statement Injury. If a person is told something often enough they begin to believe it. These children start to shut down and have difficulty learning anything because they "believe" they can't learn. We view this as the point when Dyslexia changes from a learning difference to a learning disability.
But when children with Dyslexic issues are given the best and most appropriate teaching methods and accommodations for them to learn their skills they can learn rapidly and become very successful in the classroom.
We have experienced these problems personally with Primary Dyslexia and so have our own children. The public school systems had no answers or help for us so we did our own research and found many surprising solutions and teaching methods.
You can start to help your student become successful with their school work when you begin to understand what your child needs
to learn how to:
PRINT, SPELL, READ, DO ARITHMATIC, TELL TIME and other skills.
-In the 25 years we have been researching and developing these methods our success rate with the students we have tutored has always been exceptional with lots of hugs and happy smiles from parents and students.WHY OUR METHODS WORK
-learn how to uncover your student's learning strengths and style and how to teach them how to use them.
-learn how to assess the particular skills the student needs to learn to understand their school work.
-learn how to teach a dyslexic student to ask the right questions in the classroom so they will be better prepared to work on their assignments.
-teach your student how to work alone on their own assignments.
-We do not change how learning tasks are presented to the student, we change the way the student looks at the skill being taught.
People with dyslexic learning problems process information more from the right hemisphere of the brain than the left. Schools have traditionally taught with step-by-step methods and abstract concepts that work well for students who process more from the left hemisphere and need this type of instruction to be able to learn and do their school tasks successfully.
Unfortunately, to people who process information predominantly from the right side and need an over-all view of a new subject with concrete images, the majority of these instructions seem extremely confusing. In fact many of the instructions can make no sense at all. The frustration these students feel is overwhelming. So overwhelming in fact that they cannot get the work done. They work so hard but nothing makes sense.
By relating their school lessons to the real world the students are able to relate
to the material being taught and retain, understand and apply it.
Plus, these students need to know what the end result must be to understand how and why they need to complete the steps necessary to do the tasks. This relates to their need to see the "whole picture" Once the students are taught that the way they learn is just as valid as any other method they soon learn to accept and use their learning strengths effectively. The result is a happy successful student and relieved parents.
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