Learning difficulty or learning difference?
There are many famous actors; musicians; sportsmen and sportswomen; scientists; inventors, authors and businesspeople who have dyslexia and they are exceptional in their respective fields.
Internationally around 10% of the population have dyslexia, the most commonly regarded learning difficulty. Compare this to the percentage of entrepreneurs with dyslexia, 35% in the US and 20% in the UK.
Dyslexics predominantly use their right frontal lobe, as opposed to their left temporal lobe which is associated with pictures and creativity instead of the left which is generally used for logical processing. With automation increasing influence the workplace, traditional approaches to team composition is changing.
Social-type competencies, such as initiative, creativity, and problem-solving, regarded as dyslexic strengths are becoming increasingly important to corporations. They recognise that their corporations will be stronger by having an individual who can think differently and ‘see the big picture.
Dyslexics are already hard-wired for the future and will become increasingly valuable to a management team.
To read about this in more detail please download the reports by the International Accountants EY Ernst & Young Global Limited or watch Sir Richard Branson talk about why he regards dyslexia as one of the reasons for his success.
The Arrowsmith Program uses Neuroplasticity to help improve the brain’s ability to perform complex tasks and the capacity to learn.
A typical profile of a student with a learning difficulty will show weakness and strength in different areas.
As a result, these pupils are often mis-diagnosed by teachers and they are often labelled as troublesome, disruptive, stubborn, irresponsible, or lazy.
They will often struggle to achieve in a mainstream class because of their deficit and without correctly addressing their learning issue first, they will seldom reach their full potential.
Traditional approaches to help with learning difficulties are usually ‘workarounds’ or compensatory such as recording a meeting or lecture to listen to later if you have a poor memory but this does not address the root cause of the problem.
Instead, our approach changes the brain so that students no longer need to use a ‘workaround’ to achieve success.
Watch the interview with Barbara Arrowsmith-Young and John Campbell TVNZ
Compensatory – Use tools and technology to reduce the impact of the learning difficulty.
Content/Skill Based – Task analysis, match the strengths of the learner to the method of teaching.
Strategy – Teach the learner rules or strategies to approach the material to accommodate their deficit
The learner is fixed so the individual must work around their learning difficulties and live with it.
Capacity Based – Neuroplasticity is the ability to modify the brain through exercise.
Whenever we learn a new task our brain forms a new neural pathway which strengthens the more we practice the task.
Arrowsmith uses targeted cognitive stimulation to improve the brain’s ability to learn.
Kim, a former head of learning support, has a good understanding of students with special learning needs. Hear her talk about how we transformed her daughter’s learning in months.
If your child is struggling or you feel that something is not quite right, please get in touch.
Most Parents say they have already tried extra tutoring or homework sessions but where this hasn’t worked, it puts their child under even more pressure, leaving them with even lower self-esteem and a feeling that they are a failure.
We understand how worried you will be about this and how anxious parents are about how best to help their children. With so many options, it’s confusing to know which option is best.
It is important for parents to realise that there is no such thing as ‘normal’ and every child will learn slightly differently.
We speak with hundreds of parents with children who have a weakness in a specific cognitive area which is preventing them from learning,
We start with a 15-Minute call to understand your circumstances. Whilst we are usually able to help, there are some circumstances where a child may be unsuitable for our program. If this is the case, we will try and help you with some other solutions. We do not charge for this call.
Once we have established that your child is likely to be suitable, we book a 45-Minute consultation so we can explain how we will help them learn, when they will feel the benefits and also try some cognitive exercises to make sure they are able to engage and are committed.
It is common for students and parents to arrive for this consultation worried about their child’s future but leave with a feeling of hope and peace of mind that their child now has a pathway to learn.
If you would like to talk with us, please click below.
