One-third of the population needs an improved understanding and awareness of their diverse learning style. They are deemed to be learning disabled, which they are not. They simply learn in a different way from the way they are taught.

 

We need to reach anyone involved with education, or the consequences of a so-called 'learning disability' - students, parents, teachers, adult educators, psychologists, therapists, health practitioners, tutors, University departments, trainee teachers, Correction Centres, Alternate Schools, Homeschooling Organizations, media, etc. because they need to hear what we have to say. (LINK TO BOOK A SESSION)

Many so-called 'learning disabilities' are the result of an ability.  Dyslexics share a common, natural ability to alter their perception, to think 'outside the box', to be able to think multi-dimensionally.

This natural ability can be put to good use as an architect, sportsman, inventor, actor, artist, business man, for daydreaming and creating (LINK FAMOUS DYSLEXICS). However, it can also cause challenges in our current education system, because there is no awareness of this ability. 

Dyslexics perceptual talent works well in the 3-dimensional world as it does not change the identity of the objects (e.g., a bird is a bird from any perspective), but it does not work in the 2-dimensional world of symbols such as printed letters.  A 'd' seen with our eyes is a 'd' , however if seen from a perception of 180 degrees. it becomes a 'p'. 

A further challenge arises because some people think verbally (with an internal conversation), and some think non-verbally (with an internal film and feelings), some people use both words and pictures. Dyslexics think largely with pictures, but our current education system is built for the verbal conceptualiser.  The most prominent example of this challenge for a dyslexic is the preoccupation with phonetic reading instruction, simple because our non-verbal abilities are stronger.

Finally, more than half of the words we read are comprised of non-picture words, words that do not lend themselves to mental images (e.g., is, and, the, when).  If there is no image, there is no thinking or processing; dyslexics often make the right sounds (which appears to be reading) but when they get to the bottom of the page they have no recollection of what they read.

All three of these components to the so-called learning disability are addressed in the Davis programs (LINK TO OUR APPROACH). 

Educators can be made aware of this ability, (LINK TO PREVENTION) they can provide the multi-dimensional 'gifted' thinkers with tools to self-regulate their perceptual talent, they can ensure the alphabet is confusion-free, teach children to read by spelling out, rather than phonetically, and enable students to create images for the meaningless sight words.  Teachers/homeschoolers can learn this process in two days, ensuring their students all have an equal cognitive opportunity. (LINK TO EVENTS).

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  • The dyslexic's brain is gifted - not mis-wired.
  • Dyslexia is not just reversing letters and having difficulty reading.
  • We don't all process with sound and learn to read phonetically - visual and kinesthetic processing is equally fine.
  • A different learning style is different not disabled.
  • Educators can unlearn, learn, and relearn, enabling the two learning styles to co-exist harmoniously in education.
  • Children can learn how they think and learn and self-regulate their thinking.
  • Parents can have accurate information to make informed choices.
  • The one consistency about these individuals who think differently is their inconsistency!