Chasing Ideal Education: School Lunches Around the World by Sharon Roberts

It’s become common knowledge that certain foods affect behaviour of children and while many parents monitor the nutritional input of their child, the real battle begins in the school lunch period. Many children are exposed to a number of snacks other children indulge in. They often trade snacks or at least feel pressured to get the latest novelty item. Eating their own healthy lunch for the sake of their own health means nothing when your eyes are fixated upon  some yummy sugar laden treat.

So how do you solve the problem? It not only affects the child and their families but teachers and classroom dynamics as well. Getting doped up on sugar, chemicals and dyes does affect attentiveness, hyperactivity and for some behaviour which indirectly affects classroom dynamics.

There are countries that provide in-house lunch programs where all children are provided the same meal and in some cases these meals are prepared by chefs.

Japan is one such country where most schools have a nutritionist working there, while the rest will have one covering a particular locality.

Most Japanese schools fund the cost of the program’s management while meal ingredients are paid for by parents. Those who are unable to pay are provided an allowance through welfare services. The result is?

1. Over 10 million children receive nutritious fresh meals every school day.

2. Nutritious meals are cooked from scratch on-site using whole food ingredients from local farms and school gardens.

There is an added benefit to this program. Students actively participate in it themselves by rearranging the classroom as a lunch room. Many schools have students serve meals to their fellow students and assist in cleaning up after. They set tables, fetch food from the school kitchen, serve and clean up. Also, many schools have school farms allowing students to experience the entire food cycle, from seed to plate. This helps develop the students’ understanding of how food is processed, develops an appreciation and respect for the environment and they care how food is grown. ( Kei Kuriwaki President of International Child Nutrition).

In addition, throughout June, communities and schools across Japan participate in “Shokuiku Month” — an initiative to celebrate and raise awareness of the importance of healthy eating and the role school meals play in shaping children’s behaviour and support of local food systems. With this, a food and nutrition teacher leads in preparing menus and engages with students’ families and shares information around good nutrition. The menus are designed to include a diversity of foods guided by the local seasons.

Japan is not the only country that takes interest in what their students eat at lunch time. France has centralized kitchens that create meals that avoid processed foods and are monitored by government officials. The meals are structured, gourmet style with a focus on manners and diversity of food. They begin with a starter such as salad or pate, then a main course, followed by cheese or dairy and dessert which can be fruit or pastries. Mealtime is seen as part of civic and social education, so children learn to sit for meals, try new foods and eat together. The cost is based upon income.

Italy’s approach is to provide balanced, fresh, Mediterranean style meals. Meals are usually prepared on site or with local catering services. The first course is pasta or rice followed by a protein with a side of vegetables, bread and fruit and water. Food is integrated into nutrition education so children learn about healthy eating habits and local food culture. Cost is based upon income and low income families may get free meals.

Finland’s program is universally free and all students from preschool to secondary school receive a free hot lunch typically composed of a protein, potato, side salad or vegetables with whole grain bread and milk or water. Students often participate in setting menus or food education as well as cleaning and self serving.  School lunches are part of the national curriculum.

Other countries are beginning to join the band wagon.to promote healthier lifestyles for students. Notable examples include:

Brazil: has comprehensive policies banning the sale of processed and ultra-processed foods, sweets, and sugary drinks in public schools. The law emphasizes providing fresh, unprocessed food to students.

Chile: enforced strict food labeling laws and banned the sale of high-sugar, high-fat, and high-salt products in schools. They also regulate portion sizes and marketing of unhealthy foods to children.

Mexico, India and South Korea have implemented policies and restrictions on the sale of junk food and sugary beverages within school premises.

• It seems that the benefits of having hot school lunches for all school aged children far outweigh any criticism or fear of too much government interference.

• It addresses so many things with nutrition being the foremost.

• All children, no matter what status, are treated equally.

• It ensures that those who come from more challenging economic situations get at least one good meal.

• It creates a sense of community. Children work together to create lunches from helping in the kitchen to managing the eating area.

• They also learn where their food comes from.

• It sets an example for home life, sitting around a table eating together.

I am sure in the long run, teachers appreciate a class of students that are not compromised by sugar, additive and chemical laden snacks. It eliminates one thing off “the to do list “ for working parents who are saddled  with the daily ritual of “ what shall I make for lunch!”

Congratulations to those who are at least eliminating the obvious junk from being easily attainable. It’s an idea that fits the bill of creating a healthy school environment; in particular connecting the school to the community, facilitating connections to family, and promoting students’ engagement in learning.

Chasing Ideal Education: Home Learning by Jessica Vandecar & Laura O’Neill

A Mother’s Account of Moving from Traditional Brick and Mortar Schooling to Home-based Learning by Jessica Vandecar

There is nothing worse for a parent than watching your child or children struggle in any aspect of life, and to feel helpless to support them. I am a mother of four children. We are a neurodivergent household; each of my children have added support needs in a variety of areas. We are a traditional “nuclear” family and up until the summer of 2020, our family included two working parents. My first two children are 7 & 9 years older than my #3, and 10 & 12 years older than my #4, so to say we have a unique family is a bit of an understatement. My first 2 kids academically excelled in the public school system and were close to being finished or actually finished before my next 2 were entering the school system.

This is an account of the journey through our first few years of the public education system in BC involving my 3rd child. I’ll give some background to his specific needs, the biggest contributing factors for us choosing a home-learning approach, how we decided on a school and learning system, and finally how things are going as we move forward. It is my goal to provide an account for others that can help decrease some of the overwhelm that comes with switching from a traditional “brick and mortar” schooling system to a more child-led home-learning system. There were many barriers that I saw to having us switch even though I knew it would likely be a better system for my son, but initially it felt insurmountable.

The Background and Contributing Factors:

Right from birth I knew my #3 was different. He needed touch almost constantly, unable to use a stroller, I carried him everywhere; he was a mover, walking and climbing everything in sight at 10 months old; he was chatty, speaking with a vocabulary well beyond his years and would randomly sing/hum when he felt joy; and despite his burning curiosity for learning, love of books and stories, he just couldn’t seem to grasp letters, numbers, and symbols with any sort of consistency, particularly on page. Right from the get-go, he made his neurodivergent and sensory needs known.

When he started Kindergarten, I was his advocate and tried my best to ensure that his teachers/school understood that he was neither academically ready nor socially ready for school, but we were encouraged to follow through with Kindergarten and still felt it was the right choice for our family. Those first few months of school exposed some differences in academic learning that my #3 experienced that were unlike my first 2 children. I could see the differences in how hard my son was working with very little pay off; his frustration grew day after day, week after week. Letter reversals, difficulty with holding a pencil including difficulty with colouring & writing, his speech began to become more affected with word reversals and mixing up common words that he knew, were just some of the most obvious struggles. These struggles began to degrade his self confidence. In addition to his neurodivergent sensory needs, I began to suspect my son was dyslexic.

I brought my concerns forward; teachers reassured me that the mistakes he was making were common for Kindergarten students, and that it would work itself out in time. A sentiment that I believe many parents of dyslexic kids are told about their young learners. In my heart, I didn’t buy it, I knew he was different and needed something different from his education, but felt trapped as my knowledge of providing alternative forms of education was limited as was my understanding of dyslexia; I was trying to both honor my instincts and trust the “professionals” to know their job best.

Then the world came to a halt. The pandemic hit and education as we knew it was forever changed.

Knowing my child needed more time and more understanding, I approached the school to plead for them to return him to kindergarten the following school year. He needed time, and I needed time. He had no friends that he could name, his social challenges continued to hinder building relationships with peers; and his academic status continued to be well behind his peers. With his kindergarten year halting at ⅔ of the way through, I felt it would have been an easy transition back into kindergarten and would perhaps give him the extra time he needed to catch up to his peers. It turns out, in BC, children are not held back - so I was told -, but pushed forward to remain in the grade/age group that they are in based on their birth year, regardless of their readiness or capacity to learn.

Over the next 3 years, my need to support my child in his need for alternative education grew. I sought support from our family physician, local pediatrician, and local therapists to question and dig for alternatives and options for my child who with each passing day in the school system was having his light dim. The singing and humming stopped, emotional outbursts increased, he became mean and impulsive instead of his usual fun and playful demeanor; it was heartbreaking to watch.

I had to advocate for assessments within and without the school system, and although he did eventually receive diagnoses of both ADHD (attention deficit hyperactivity disorder - a horrible name for this learning challenge in my humble opinion) and ASD (autism spectrum disorder), with additional persuasion, the school finally agreed to perform standardized reading assessments. Although I was unsurprised, the school staff were shocked at the results, not realizing that my chatty, hyperactive, charming kid was reading at a Kindergarten level while in grade 3, and had been “fooling” them into thinking he was performing at a much higher level. I was frustrated that these “tests” were necessary to ensure he received the attention he needed, but also grateful that they were finally done, and now we could put a plan into motion. Finally support was starting to be put into place; he now qualified for an IEP (individual education plan) that would keep the school accountable to follow academic support that would best benefit my child. This is what I believed.

It was at this time that I really began to investigate dyslexia. Who did I know with dyslexia, what is dyslexia exactly, and what are the best ways to support dyslexic kids in their education journey? From my standpoint it was the most difficult challenge to address with his IEP and support needs. The ADHD and ASD needs were easy to facilitate through multiple strategies, but the only thing that was presented to us to support his dyslexic needs was phonics, pushing more phonics, and “doing more” phonics work at home. My child, after spending the day in school masking his ADHD/ASD symptoms, had zero capacity to add additional learning at home.

My only starting point was that I knew what wasn’t working for my kiddo - the phonics learning system that is prioritized by BC’s education system. What I found through online research was the Davis Dyslexia Program, and a beautiful human by the name of Sue Hall. Sue not only had the knowledge I needed, but was full of compassion for our learning experience. Sue provided us with a new objective in our learning, and she also provided hope. I cannot express the relief I felt as a parent when I watched my son grasp the concept of dyslexia through Sue’s gentle explanations; something clicked, he lit up, he understood there was nothing wrong with him, he just had a different skill set that wasn’t well understood by the masses in education.

This began our Davis journey.

I pulled my son from classes for 2 weeks and we began to work with Sue; before my eyes my son’s reading ability soared. We accomplished more in 2 weeks than the previous 3 years in school with reference to his reading skills. The Davis system worked, and it worked well for him. Knowing this system worked gave me solid ground to advocate for his reading/writing support to be guided by Davis principles, but unfortunately, the school was not on board. I received push back from teachers even though I could feel that some were understanding of our success; they felt their hands were tied to school district procedures, policies, and guidelines. I was frustrated, and I began to seriously consider moving to home-learning. Even though my son now had assessments done and an IEP in place, my position on his learning vs the school’s perspective were at odds; I felt his needs were not being met by the available supports in his school. The brief reprieve of sadness and frustration with learning we had achieved with our dedicated time with Sue became quickly overshadowed as our capacity to continue with Davis interfered with him attending school and vice versa.

The move into grade 4 broke the camel’s back, so to speak. My #3 went from a grade ⅔ split class in the primary grades to a grade ⅘ split class in the intermediate grades where there is a big jump from “learning to read” to “using reading to learn”. This change in expectations demolished any self esteem my son had built up with our own commitment to using Davis principles, as they continued to expect phonics to work for him in school, but also learning to read was no longer their priority. My boy’s mental health began to decline and I watched him turn into a shell before my eyes. He was sad. He was desolate. He hated himself. He hated school. I knew in my heart that I had run out of time, and needed to change things for him, asap.

I swallowed my fears of potential failure and overwhelm, and got serious about enrolling him into some sort of home-learning system.

I didn’t know where to start; I felt overwhelmed about having my son’s education be completely reliant upon my shoulders which already felt bogged down with managing my own complex chronic illness that I had been battling alongside his school journey.

My main concerns:

• How would I support my son’s learning?

• Would we be able to get through the curriculum with my own limitations? What does home-learning/homeschooling mean?

• What about his social needs?

• What kind of time commitment would be required?

• Will we be able to meet curriculum guidelines set by the province?

I began to explore online and became even more overwhelmed with all of the different terms - homeschooling, home-learning, online learning, hybrid learning, reporting. There were faith based schools, there were outdoor schools, there were so many schools to choose from; there were just so many options available.

Things I knew. My son needed a slower and 1:1 learning approach, he needed Davis programming to support his dyslexic needs, his ability to hyperfixate on learning subjects could be used to maximize learning by integrating multiple subjects into lessons, and he needed movement, touch, and experiences to learn, not worksheets. I wanted a learning platform with flexibility, but also one that continued to adhere to provincial standards. I didn’t want to compromise his future school endeavors by choosing something that would have educational consequences later in life. I wanted a school that would recognize his additional learning needs and support them in the best way possible, in other words school’s with a designated seat and supports that were centred around his personal needs. I had some learning to do, and quickly.

Choosing a School and Learning Platform:

To start our home-learning journey, I joined many local and provincial FB (FaceBook) groups that involved ADHD/ASD learners, home schooling groups, and mom groups. I polled people I knew. I searched local school district websites. The internet is a beautiful thing in what it can provide at your fingertips, but it also provides an incredible mass of information that can lead to confusion and/or overwhelm. My first goal was to understand the different terms and what the future implications of choosing one method over another would be long term for my child.

Some important terms that I learned:

Homeschooling:

Parent-led education that does not follow any specific curriculum needs set by the province and ministry of education. You register with your local school and then are set free to follow through with learning however you decide is best for your child. This method provides the maximum amount of flexibility to both the parent and the learner; there is no reporting and no evaluations of any kind. This form of schooling, although very flexible, can create barriers to further education as the child gets older if wanting to attend college and/or university.

Home-learning:

Parent-led education that continues to follow the BC curriculum set by the ministry of education, and is registered to a specific school district where there is a teacher connected to the student. This method is still considered to be public education, but has the benefit of flexibility in how the learning is applied. There continues to be reporting periods and does not affect the child’s ability to attend college/university in the future. This can be provided by having a class that is attended on a regular or irregular basis, or it can also be accomplished via online versions.

Online-learning:

This is a version of home-learning that enables the learner to live outside of the catchment area of the school district they live in. This provides an abundance of choice when it comes to school philosophy and method of engagement.

Reporting:

This is how parents communicate the home-learning that their child is accomplishing to the teacher they are connected with in their school, and does not apply to homeschooling. In my research, I found that this is one of the most variable aspects of home-learning. How and what is communicated is determined by the school, and what is provided by the parent/child is what is used to determine if they are meeting curriculum guidelines/requirements. How the information is reported varies as well as timelines for reporting; some schools require weekly reporting, some monthly, and some only each term.

Designated Seats:

As my child has a “designation” which means they have a specific diagnosis that can affect their learning progress, they require additional support areas, and they follow an IEP, I needed to understand that enrolling in a home-learning program wasn’t simply a matter of applying to the school, there are only so many designated seats available in each school district and/or school even within the home-learning community. That meant, I may or may not be able to get my child into the chosen program I wanted based on their needs. It is recommended that parents apply to multiple schools and then choose the best option once it is available.

Hybrid Program:

This is a home-learning option that has specific scheduled class time with a teacher outside of the home with other home-learning children enrolled in the program. This option provides an alternative to families who may not have the opportunity to provide home-learning on a full time basis. It offers a social aspect to home-learning; the social concept of home-learning is often clouded by the perspective that these children do not get the social intelligence that children who attend brick and mortar schools do. Parents that decide on a non-hybrid option for their child likely engage in social activities via social groups set up by home-learners in their community, but also these children engage in the same after school programming that is available to children who attend brick and mortar schools. In my limited experience, I have not witnessed any negative impacts to social skill set in children who participate in home-learning.

Once I gained some insight into the different terms around this new method of learning, I began my school search. For the sake of this article, I will not list every school that I investigated and/or applied to as there are so many across the province, but I will give an overview of the school we chose and why.

We decided on enrolling with Partners in Education (PIE) which is an online home-learning school program offered through school district 47 in BC. As a frame of reference, SD47 is located on Vancouver Island, and we live in BC’s interior. Some of the big reasons we went with this program were the flexibility it offered for providing my child’s education, it offered a hybrid program, the frequency of reporting is by term and uses an online platform where you can upload photos, videos, document, etc to support your learning, and it met my requirements of using the BC curriculum to continue to support his education. PIE offered a designated seat which allowed for us to access additional support in our own community to supplement his learning needs such as his occupational therapist and behaviour interventionist. In our community, the SD47-PIE program is known as Roots to Sky locally, and is a hybrid program where 2 days per week children attend outdoor school with their teacher and peers.

How we Navigate Child-led Learning and Results:

The biggest challenge that I have found with moving to home-learning has been trying to find our own rhythm that both meets learning expectations as well as honouring a child-led approach. And it began a bit bumpy, we seem to be nearly through the growing pains of the change. We are almost a year into our home-learning journey and I have zero regrets about making this switch. Not only have I seen the return of happiness in my child, but I have a whole new perspective on what it means to learn and what learning looks like.

Along with discussions with our appointed teacher and learning support navigator, I have been able to access tools that help navigate how curriculum fits into the activities that we do, and we are able to turn almost any experience into a school “lesson” while also integrating multiple subjects. With the integration of school subjects and life experiences, we are able to meet curriculum outcomes in multiple ways that mostly do not rely upon computer/sit down work. We are able to utilize cooking, cleaning, trips to museums, outdoor recreation, lego project building, playing family board and/or video games, and subscriptions to science and technology kits, just to name a few. We are also not restricted to set “school time”; we are able to have some set aside focused learning time of up to 8h per week that focuses on some foundation work including Davis support of language arts and math skills, but also benefit from learning that organically happens during play, engaging in community sporting/artistic programs, and maximizing family vacations or simple outings. The world is our oyster.

I have been able to utilize Davis program principles in our learning, and follow my own child’s needs to accomplish his learning goals. Our school does not dictate how we meet our curriculum goals, only that we provide evidence of our work, so the use of Davis principles are not only tolerated, but encouraged if that is what I have identified as the best avenue for my child - a complete switch from our local public school/district. My child’s need for being outdoors, movement, and his innate curiosity is served well in the hybrid program and it has the added benefit of giving me the opportunity to continue to treat my own health needs without sacrificing quality of education.

The barriers I initially imagined to moving to home-learning were less impactful than I had originally anticipated. We fully operate at my child’s pace. Time commitments to learning are much less than I initially thought would be required, curriculum is easily accomplished through a variety of methods and supports available to us, and his social needs are met in a way that better suits his needs. This more relaxed approach has promoted a resurgence of my son’s curiosity with the world around him; not only is he happier, but he is regaining self confidence, pride in his skills, and he is better able to make friends as his own academic/social overwhelm is not routinely impacting his behavior.

Starting up with Roots to Sky, it took all of 2 weeks to see the beginning of positive change. The 2 days/week of outdoor schooling provides a mountain of experiences; it provides a smaller group with low student/teacher ratios, and my son could name every student in his class before the first month was through. He had made friends in his new school. He was excited to attend class to see what they would get up to. Some examples of their outdoor activities that get integrated with play are: mushroom/tree/plant identification, building projects with nature, learning fire starting skills, cooking in the wilderness, building shelters with what the forest provides and/or snow, investigating local historical sites, maps and navigation, animal print tracking, cloud and weather tracking, rock and mineral exploration, as well as the many invited guests to enhance learning about culture and careers such as ecologists, biologists, geologists, and indigenous elders and experts to name a few. This school is a model for inspiring curiosity about the world.

I could go on forever about all of the benefits I can observe in our own family that have come from moving my son to a home-learning child-led approach to education. My only regret is having waited so long to make the change. Every child is unique in their needs and the beauty of home-learning is being able to adjust the learning approach to meet their needs on an individual basis as opposed to a broadened approach that works for a set number of the population. My youngest continues to attend our local school in our own school district. He does not have the same needs nor struggles that my #3, and continues to function well in the more classic brick and mortar school setting. I am not anti-brick and mortar, I just believe that education needs to meet the needs and capacity of the participant, and students who live and breathe outside the box can still achieve great education with a modified approach that is designed for them through home-learning.

The choices available for home-learning are nearly endless in BC, and are becoming more and more accessible every year.

BC School Finder HERE…………

Our Home Learning Journey by Laura O’Neill

Laura is a freelance web & administrative services provider.  She worked as school secretary at Island Discovery Learning Community Distance Learning program in BC from 2008 to 2020. Administrator at The Whole Dyslexic Society from 2016 to present.

We met a Davis Facilitator while our daughter was just about preschool age. This woman was visiting our home for other reasons, not Davis-related. While we visited, she watched our daughter playing.  When she was getting ready to leave, she said you need to read The Gift of Dyslexia by Ron Davis.  Your daughter may have the Gift of Dyslexia. 

We already knew by age 3 that we may not put her into preschool and very likely wouldn’t put her into a brick-and-mortar school because we observed her high energy and busy body as something to cultivate and nurture and not squash and constrict in traditional educational settings. 

We met an exceptional preschool teacher in our community and decided to put our daughter into that preschool.  It was a perfect fit and worked out beautifully.  The preschool teacher was able to nurture Lacey’s talents and cultivate the early childhood life skills.  When it was time to leave the preschool and start thinking about kindergarten we had some options in our community.  Public school in a brick and mortar classroom, Montessori, and Support Home Learning (a hybrid program).  Our preschool teacher encouraged us to consider home learning for our daughter.

We enrolled in our local Distributed Learning program – Supported Home Learning.  We would meet 2.5 days a week in a small one room church hall that was set up like a hybrid classroom/home-type setting with BC certified teachers. The bulk of the BC curriculum would be delivered in the program, and we would attend to the rest of the curriculum at home. Class size was capped at 12.  With an emphasis on child-centered learning.  Rich in community engagement and mentorship.  Parent and Teacher collaboration.

At the end of grade 1 we found that she had difficultly reading the short little kindergarten readers.  I had read The Gift of Dyslexia by then and felt prepared.  We reached out to a local Davis facilitator, Sue Hall, and our daughter was booked for her program beginning of Grade 2 (2007).

She spent 5 days with the facilitator.  At the start of every Davis program the facilitator and student develop a goal together.  This is a self-directed goal. However, if a student does not see value in exploring their unique learning style, acquiring skills to support that style, and thriving within the education system (or in work and life for adults), they may not be suited for the Davis Method programs.  Empowerment and ownership are foundational principles with Davis. This Davis philosophy aligned perfectly with our home learning philosophy.

Our daughter’s goal was to be able to go from a kindergarten reader to reading a chapter book by the end of the 5 days.  She accomplished her goal.  It happened that fast!

Other Key foundational principles in our home learning community were:

Intrinsic motivation-based learning - cultivating a love of learning – focuses on helping children learn because they’re curious or interested — not for external praise or fear of punishment.

Respectful parenting/respectful education where there was an emphasis on mutual respect and connection over control and included collaborative problem-solving with teacher and parent and student.  

Strong adult-child relationships where behavior was guided through connection, not control or punishment.

At the end of our daughter’s Davis program we were able to have a meeting with her teachers and design a plan that would support her throughout the remainder of her schooling years.  No labels were used, no accommodations were implemented.  No psych-ed assessments or government funding.  With her Davis tools she was able to move through the BC curriculum with no issues.  It wasn’t until grade 5 or so that her classmates (that had been with her since kindergarten) even heard the term Dyslexia mentioned by my daughter. They had no idea she was Dyslexic. We were fortunate to have been prepared early and able to give her the tools at an early age. For more information about early intervention using Davis Methods visit our page HERE.

Our daughter entered high school at grade 9 – received honors each year of high school. Completed several AP courses. It wasn’t until grade 11 that she happened to mention in passing that she was dyslexic to her English teacher.  She continued on to complete a Bachelor of Design Degree in Industrial Design at Emily Carr University of Art & Design.

The combination of home learning and the Davis Method has been a powerful match, and our daughter’s journey is a testament to how education can be filled with success, joy, confidence, and self-direction. Not to mention healthy collaborative learning relationships with all of her teachers and mentors. Her story reflects a deep love of learning, a strong sense of ownership and independence, and the nurturing of her natural talents. Over time, this fosters deep, respectful relationships and a strong sense of closeness within the family.

A home learning philosopy and the Davis Method philosopy are both rooted in the belief that every child has unique strengths and needs and that learning is most effective when it is personalized, empowering, and respectful. While home learning focuses on individualized, flexible approaches in a home environment (or hybrid classroom environment), the Davis Method offers tools and strategies for overcoming specific learning challenges, with a similar emphasis on student autonomy and empowerment.

These philosophies are truly aligned in their child-centered, holistic, and supportive nature.

Given a supportive learning environment and the right tools to empower them, a child has every opportunity to thrive and shine into adulthood.

Chasing Ideal Education: Arrowsmith Schools by Sharon Roberts

The reversed b and d, q, and p, read “was “as “saw’ and also read and wrote from right to left. She was unable to understand cause and effect and did odd things socially because she couldn’t connect behavior with its consequences. She could memorize math procedures but couldn’t understand math concepts. Any of this sound familiar?

This is a small bio written by Norman Doidge, MD in his book “The Brain that Changes Itself.” The little girl described was Barbara Arrowsmith Young, Founder of Arrowsmith School, a private facility that emphasizes the belief that the brain can change itself if given the proper exercises. This theory was based upon Barbara’s own experience in conquering her learning disabilities and her discovery of research suggesting the possibility of improving brain function through specific stimulation in animals.

This led to the creation of the first exercise designed to improve the learning in logical reasoning. The results were positive with gains in verbal reasoning, mathematical reasoning and conceptual understanding. Now Arrowsmith School, currently identifies 19 cognitive areas and has programs designed to strengthen the functioning of each of these. The program originated in Toronto in 1978 and today is implemented in over 90 educational organizations in 12 countries.

It can be provided full or part time, in person or on-line for ages 6-90. Each program is tailored to meet the needs of the student as determined by a cognitive assessment. The cognitive training exercise is a non-pharmacological approach that involve a series of regular mental activities designed to maintain or increase a person’s cognitive abilities. Some include multisensory learning with tactile and kinesthetic activities.

One exercise referred to as Motor symbol sequencing uses pen-and-paper and involves tracing while covering the left eye. It’s intended to improve tracking and binocular vision. Other exercises that are used are symbol relations, a computer exercise that involves reading analog clocks with multiple hands, computer exercises to assist in a number of areas e.g. reasoning, math, reading, speaking, auditory, writing and working memory, pen and paper exercises to improve motor skills and speech exercises. Exercises used are based upon individual assessment findings. Within these exercises many problems are addressed including memory, executive functioning, processing speed, mental health, communication, student engagement, cognitive enhancement, reasoning and critical thinking and employability.

The annual tuition fee for the current school year is $26,500 ($25,500 for returning students) and includes all program and academic fees and materials for the full school year. The curriculum is set at their present abilities and are frequently monitored for progression. The Arrowsmith Full-Time Program involves participants working anywhere from a half to full day (four to eight 30-to-40-minute cognitive periods) five days per week on a series of specific cognitive programs designed to enhance each individual’s cognitive profile.

Research on the Full-Time Arrowsmith Program outcomes has demonstrated significant positive changes in neural networks in the brain, cognitive functioning, acquisition of academic skill, emotional intelligence and well-being. This was supported by brain imaging and peer reviews. Despite the positive outcomes, the program has faced criticism for its lack of strong scientific evidence, high cost and “oversimplification” of neuroscientific concepts. In all fairness, traditional methods used to enhance learning is based upon experienced observation. A double-blind scientific study would be difficult if not impossible.

A variety of part time programs are available including a program running through summer months. Programs can be offered in person or online. The program is designed to benefit individuals from ages 6 to 90+, encompassing children, young adults, professionals, and seniors. The school’s objective is for students to become independent, confident, and self-directed learners who are equipped to achieve academic, career and life success. The program allows people to perform tasks rather than use accommodations to complete tasks. “Our approach is not to lower expectations but to strengthen our students’ ability to achieve them.”  They are looking at keeping students long enough till they can navigate life with greater confidence and independence.

Davis Method vs Arrowsmith

Similarities:

• Both believe in the neuroplasticity of brain.

• Both believe that the disability side of learning can be overcome.

• Both in theory want the client to be as free as possible from accommodations.

Differences:

• Davis requires some self awareness and motivation in programs (less in the Young Learners Programs)

• Davis offers methods for the Jr. Kindergarten up to Grade 3 to possibly prevent a disability from developing while Arrowsmith is designed for older children and up… no preventative program.

• Davis sees the disability side of dyslexia as the result of not being taught the way they learn. The cognitive assessments at Arrowsmith imply that there is a brain deficiency

• Davis programs are client led and on average done in a week with an average of 2 grades improvement in reading while Arrowsmith implies a longer improvement time.

• Davis depends upon client completing follow up work which generally involves parental guidance whereas Arrowsmith has more control over outcomes. The cognitive exercises are done with them.

Chasing Ideal Education: Finland

by Sharon Roberts

Finland has one of the top ranking educational systems in the world. In fact, the World Economic Forum has ranked it first and Michael Moore agreed in his latest documentary, Where To Invade Next” when he focuses on it for 20 minutes.  However, in recent years, it seems Finland has been dethroned by Denmark, and this may be coincidental, but at the time Finland lost its first place standing, there were severe budget cuts in their educational system. 

Firstly, literacy is very important to the people of Finland. Even before a child is born, every mother gets a box (maternity package) from the Mother Care Center which consists of three books. a book for the mother, a book for the father, and a book for the baby.

Formal education does not really begin until the age of 7 and until then free daycare is available. You will find children ages 1 - 6 years playing and learning side by side. While children are further divided according to more specific age groups, they spend a lot of time together. This enables younger children to look up to and learn from their older counterparts, while it encourages older children to be more caring and compassionate.  Individual teachers decide on curriculum. While some of it is structured, for the most part, children are encouraged to play freely and independently with their peers. Much of the exploring takes place outdoors and in nature. Often kids make their own toys using sticks and other things they find in nature, boosting their creativity and imagination. The focus for Kindergarten students is to "learn how to learn" and is strongly believed that when children develop learning to learn as a life skill and see the real life applications of the knowledge they gather, they will become lifelong learners.

Following an holistic approach, Early Education in Finland also strives to develop children's mental, physical, social, and emotional skills. This means little children are taught to use their five senses to understand the world around them and are guided on how to regulate the feelings triggered by their senses. For example, if a child is frightened by hearing thunder, he is encouraged to figure out what he could do.  In Finnish Kindergartens, children discover effective and positive ways to balance their emotions and express themselves.

Teachers are revered and undergo a demanding, research-based five-year masters program. In general, parents do not participate in a child’s education. The system departs from the norm where external requirements like standardized testing and government control is prevalent. The curriculum is designed to engage children and foster their interest in the world around them. Class time is not divided into subjects as students are encouraged to explore their environment, making learning more relevant. Primary school has a 15 minute break every 45 minutes of instruction and children have the same teacher for the first 6 years. Cooperation is emphasized over competition. It is claimed that the gap between high and low performers is low and they try to capture weaker students early. They follow the belief that if you learn without joy, you will forget easily so experiential learning through play and movement is emphasized, again teaching how to learn rather than what to learn is emphasized.

While Finland boasts an excellency in literacy, dyslexia does exist. Formal reading instruction begins at age 7 but 40 per cent of students are able to read by that time.  After a few months in school, most children can decode words and also pseudowords, via letter-by-letter decoding which is not hampered by rules and rules to break rules such as in English. Finnish is one of the most transparent languages in that there is a consistency of links between sounds or phonemes in speech and the graphic letters. Finnish children must learn to master the sounds of fewer than 30 letters/graphemes, and these can be relied upon to be perfectly consistent in their sound/written representation. The application of phonics in the Finnish language works.

Highlights:

• formal education does not start until they reach 7 years of age

• small class sizes

• lots of breaks for primary grades

• healthy lunches

• lots of outdoor play / nature

• looks at needs of whole child

• emphasis on responsibility

• learning to learn philosophy

Sharon Roberts is a Davis Dyslexia Facilitator based in Ontario. https://dyslexia.ca/

Chasing Ideal Education: Green School Bali by Sharon Roberts

What does dyslexia and the environment have in common? More than you can imagine! The Green School, created by Canadian John Hardy, a self-proclaimed dyslexic, first made its entrance in Bali. The school was launched in 2008 and now there are schools in New Zealand, South Africa and soon to be in Tulum. The word ‘green’ is synonymous with the environment so it goes without saying that it focuses on conservation, the environment and the preservation of all matters green. Its focus is education in sustainability through community-integrated, entrepreneurial learning, in wall-less and nature-immersed environment… no bricks and mortar!

For example, their white boards are made from recycled old auto windshields that have white paper attached to the back… no pvc on sight.  Other green items include tapioca fences (cuttings planted close together to create living fences), composting toilets and pavements which are petro chemical free. This is all designed to empower students to become architects of change.

The Bali campus sits on 23 acres of lush, tropical landscape and includes gardens for every grade, a natural pool and a wall-less yoga studio next to a river. The school is currently the largest bamboo structure in the world. Even the lockers and shoe cubbies are made of bamboo.

The school emphasizes hands-on-learning and students participate in activities such as making soap from coconuts and calculating carbon footprints. They regularly take time to practice mindfulness and meditation. On top of all of this, are the shared activities when teachers and parents are working alongside local Balinese people.

True to philosophical form, the growing and harvesting of bamboo is a community event.  One woman processes more than 400 seedlings a day, which can then be split again in a few months which will reap hundreds and thousands of tiny future shoots of bamboo. These seedlings are taken to surrounding villages and given to farmers to plant, which allows the plant to suck up more CO2 and deliver more oxygen. In 5 years when the bamboo is fully grown the school goes back and buys the bamboo from the farms.

The intention of the school is to create a love of learning, conducive for students to explore their passions and realize they can affect change. This means the child has to be free from fear before anything else can be achieved - free from failure, the fear of the learning process. This is supported by the idea that mistakes provide an opportunity to learn.

The Middle School Bridge Projects demonstrate this philosophy. Students were asked to build a bridge over the river that runs through the school and connects 2 campuses. Many disciplines were used including math, physics, building techniques plus teamwork and collaboration. A few years ago, there was a massive flood and the bridge collapsed. Students went back to the classroom to figure out what happened and uncover their mistakes and most of that learning came from consulting builders. Students designed bridges, calculated the costs, dragged heavy cables, measured, cut and attached bamboo and conducted load tests.

Their approach is holistic and defies the traditional classroom setting of scheduled time for different subjects. It uses real life opportunities with a green twist to indirectly teach children traditional core subjects. It’s likened to days when you would hide your child’s vegetables in the soup. The child gets the benefits of eating the vegetable without the task of eating them directly.

A typical day is divided into three parts that include a focus on research, inquiry, and communication skills in a group learning environment. Proficiency in core facts are honed in a more structured classroom, then students are involved in activities related to a certain project. This is where the vegetables get hidden in the soup as students spend about 60 per cent of their day outside of the classroom in ‘hands on learning’ where a high level of engagement occurs. When they return to the classroom, the more structured English, Math or Science classes are connected to something tangible, bringing the education to life.

What happens once they graduate? Many have managed to go to Ivy league Universities. The feedback from these schools is that the students have a high level of critical and independent thinking, problem solving, combined with an ability to reason.

Outside of using the Davis Method, this could be deemed as a “dyslexic friendly school” because of the small class sizes, project-based learning, and personalized attention. Mistakes are seen as learning opportunities which coincides with Davis beliefs.

Unlike traditional brick and mortar schools, the Green School appears to be toxin free; an added bonus for children who struggle with environmental sensitivities which affect learning. There is a sense of belonging and connection to the outside world.  It defies traditional methods by providing a new model of education, nurturing the whole child  with creativity and curiosity taking the main stage. No wonder it is described as being joyous!  It is a school without walls that ignites the senses and the natural curiosity of children. It is a place where people come together from all corners of the globe to share new experiences.

CHASING IDEAL EDUCATION: Part 1:Signs

by Sharon Roberts

The first few weeks of school in a child’s life can be worrisome for parents. Questions like “Will my child fit in?“, “What is the teacher like?“ and “Will the child make friends?” are common, but for the parent who wonders if the child may struggle academically, a host of new questions develop.

These questions are often triggered by secret fears revolving around a parent’s memory of their own academic performance or concerns over the child’s preschool years. They may see struggles with coordination, overactivity, an inability to take turns, delays in speech. Often the child has had many ear infections or speech delays. In my case, I knew there might be problems as there were multiple ear infections, followed by tubes and speech delays coupled with some hyperactivity. To top it off I was warned by the speech pathologist there may be learning disabilities.

During the first couple of years of life, children begin to map what sounds they hear and can produce. This allows their brain to become fine-tuned at perceiving the various sounds of their home language. The fluid built up in the ear with infections muffles the sounds they perceive and can cause a delay in the development of essential sound recognition and eventually create difficulties with reading in traditional methods such as phonics.

For most parents there is just a feeling that all may not be right and a hope that things will solve themselves through school structure. So here are a few warning signs;

1) mispronouncing words

2) struggling to name familiar objects

3) difficulty rhyming, learning nursery rhymes

4) being a late talker

5) difficulty recognizing the letters in their name

6) confusing letters that are similar in appearance

7) difficulty learning sequences

8) challenging to tell the sequence of an event

9) difficulty with directions e.g. left and right, over and under

10) difficult to follow instructions involving multiple steps

11) remembering sounds to letters / blending sounds

I wish I had known then what I know now, that my son had a perceptual ability that worked for him in the 3D world, but was working against him as he met the 2D world of print. This ability brings both talents and challenges.  It would have prevented a lot of heart ache. If I had to do it all over again, I would have at least bought the Gift of Dyslexia, by Ronald D. Davis to enlighten me. I would have bought the Davis Young Learners Kit which provides an easy instruction manual and everything a parent needs to have given him the tools he needed for learning and a solid base for literacy.

What I particularly enjoyed learning was that the focusing techniques can be used by every child (even the non dyslexics) to help them pay attention. People tell us to pay attention, focus, concentrate but no-one ever tells us how.  These tools show us how and then the subsequent strategies introduce the basic reading symbols such as alphabet letters and punctuation in a creative and hands on way which work for everyone. They are suitable for any child even if they are not potentially dyslexic.

The Davis Learning Strategies for K-3 teachers introduce the same tools and skills which the teacher presents to the whole class of young learners, so no child is ever left behind! For further information on this, you can read an earlier article about Priti Venkatesan’s experience of using these strategies in her school setting over the years.

What is interesting is that it then becomes irrelevant to look for the early signs. If children entering their education, whether home-schooled or attending a school are taught with strategies that reach all children, whether they are typical sound-based learners or non-typical visual-spatial learners then the challenges never have a chance to arise…. a cognitive equal opportunity for all.. NeuroInclusive Education… there’s a thought to hold onto and pursue in 2025!

PS: if you would like a comprehensive list of signs, see 37 Characteristics below.

Dyslexia: 37 Common Characteristics

Most dyslexics will exhibit about 10 of the following traits and behaviours. These characteristics can vary from day-to-day or minute-to-minute.  The most consistent thing about dyslexics is their inconsistency.

General

• Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.

• Labelled lazy, dumb, careless, immature, “not trying hard enough,” or “behaviour problem”.

• Isn’t “behind enough” or “bad enough” to be helped in the school setting.

• High in IQ, yet may not test well academically; tests well orally, but not written.

• Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.

• Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building or engineering.

• Seem to “zone out” or daydream often, gets lost easily or loses track of time.

• Difficulty sustaining attention; seems “hyper” or “daydreamer”.

• Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading and Spelling

• Complains of dizziness, headaches, or stomach aches while reading.

• Confused by letters, numbers, words, sequences, or verbal explanations.

• Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words.

• Complains of feeling or seeing non-existent movement while reading, writing or copying.

• Seems to have difficulty with vision, yet eye exams don’t reveal a problem.

• Extremely keen sighted and observant, or lacks depth perception and peripheral vision.

• Reads and re-reads with little comprehension.

• Spells phonetically and inconsistently.

Hearing and Speech

• Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.

• Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words and syllables when speaking.

Writing and Motor Skills

• Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.

• Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and /or gross motor skills and tasks; prone to motion-sickness;

• Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

• Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.

• Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper.

• Can count, but has difficulty counting objects and dealing with money.

• Can do arithmetic, but fails word problems, cannot grasp algebra or higher math.

Memory and Cognition

• Excellent long-term memory for experiences, locations and faces.

• Poor memory for sequences, facts and information that has not been experienced.

• Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behaviour, Health, Development and Personality

• Extremely disorderly or compulsively orderly

• Can be class clown, trouble-maker, or too quiet.

• Had unusually early or late developmental stages (talking, crawling, walking, tying shoelaces).

• Prone to ear infections, sensitive to foods, additives and chemical products.

• Can be an extra deep or light sleeper; bedwetting beyond appropriate age.

• Unusually high or low tolerance for pain.

• Strong sense of justice; emotionally sensitive; strives for perfection.

• Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

From Ronald D Davis, ….. Ref

Brainstorming summer holiday ideas – sneaky ways to continue learning! By sharon Roberts

Our children work harder than most and could use a really good break more than most. We’d like to hear of ways to continue literacy and numeracy skills without the children even knowing it is happening! We have some ideas ourselves …can you add to them?

With Davis methods in mind: every word has three parts to it… the meaning, the spelling and the pronunciation.

• If you see them drawing a dog, for example, you could ask them how can you tell a dog is a dog (searching for the meaning), can you make up a name for it – their own spelling (asking for the spelling) and say ‘tell me now to say that’ (drawing out the pronunciation).

• Bearing in mind they are predominantly picture thinkers, if you are making a shopping list, ask them to draw what they would like from the shops…again ask if they want to write the name of the item… you can give them the spelling.

• Very creative children might be encouraged to scrapbook the holiday, the camping trip, the summer camp week, photos, brochures etc and suggest they label them. For the older children you could suggest they create a blog/podcast.

• Helping a parent to make something... a treehouse, bench, sewing clothes, create a vegetable garden… be part of a family project.

• If you have a Family Message Board, you could play a game to draw a message, see who is the first to decipher it. The older children could create a coded message.

• Creative children love creating… cooking and baking are great opportunities to not only read a recipe but also use numeracy skills. If you read the recipe encourage them to use Picture@Punctuation which will also follow a sequence. They could create their own recipe book... draw the ingredients and draw the finished item.

• Finding a word in a real dictionary helps to use the concept of sequence. If your child asks a question you can say “I don’t know, let’s look it up.”

• If they like the dictionary, you could suggest they create their own…picture and definition, or take a photo of a clay model and the word.

For Math skills, you could ask them to write down the cost of the items you buy... saying you want to check them off against the receipt…ask them if they would be OK adding them up for you… does it match? They would learn about the taxes.

• Measurements, for example, which is bigger the 1/2 teaspoon or a whole teaspoon or how many teaspoons make a tablespoon can be easily introduced. Basic arithmetic concepts arise, such as basic counting skills, add, equal, subtract and fractions. Even better if the baked goods make someone happy!

Time is a concept without an image for the actual meaning… they could create a sundial, make a water clock…which would lead into our measurements being relative to the earth’s rotation on its axis and around the sun.

Reading will not be on their ‘to do’ list but if you eat out, you could pretend you forgot your glasses and ask them what it says.

• Search for books that really interest them or are funny…Robert Munsch is great for Grade 3 and under. Percy Jackson is dyslexic…reading to them is so valuable and gives them a break. You could ask them to act out what you think a character looks like or sounds like.

Family Games nights …our Christmas Games podcast lists many games to reinforce literacy and numeracy while having a great deal of much needed FUN!!!

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Davis Learning Strategies...In Action...In India - by Sharon Roberts

Davis Learning Strategies…In Action… In India 

Priti Venkatesan has witnessed first-hand the effectiveness of using Davis Learning Strategies for K-3 teachers. One boy was so frustrated with reading and writing that by the time he reached third grade, he was refusing to go to school. When he entered the Indigo section at the Lalaji Memorial Omega International School (LMOIS), he didn’t know the alphabet letters. Once alphabet mastery was completed, he slowly began to read, his socializing skills improved and by the time he was in grade 7, he was completely independent.  His personality was transformed and at age 14, he was recently honored as a youth leader.

One girl, due to stress would pull out the hair in her brows and lashes. It was determined this would be for life, despite her many visits with medical practitioners. Her stress was related to not being able to handle academic pressure. She worked with the Davis Learning Strategies and slowly began to do better in school and coincidentally (?) her hair began to grow.

Priti joined LMOIS in 2009, as a Kindergarten teacher and soon noticed many children who were otherwise very bright performing poorly in academics. This sparked an interest in special education and as a result she became trained in this field.

“We saw that the traditional methods used in special education were not working and looked for something different.  We were disappointed with the old solutions and saw the traditional supports as literally giving crutches to these children. Then we came across Monique in Denmark, and DLS was born in the Indigo section of LMOIS. All the “at risk” or children who made little if any progress in learning to read and write were shifted into the Indigo Section of the school. 

“We made it separate because when the children got pulled out of class for remedial help, they were bullied a lot …  The children needed to be taken care of in a learning environment where they are accepted in totality.” says Priti.

The teachers initially handling these students were guided by Priti and her colleague Nirupama Krishnan, both licensed Davis facilitators. Along with DLS, were the one-on-one Davis counseling sessions to those who already had severe learning difficulties. This combined with a holistic and nurturing environment produced some interesting results.

“We started the DLS program and within 6 months, children (identified reading below designated grade level) showed enough improvement that they were sent back into the mainstream classes...those who were dyslexic bridged the gap of 1 - 2 years and were also sent back into the regular stream.”

The strategies were successful as the first group of 11 students who received instructions through Davis Learning Strategies have now completed their grade 10 exams - 10 of the 11 scored more than 70 per cent in their secondary school board exams.

The strategies and some life concepts are embedded in their curriculum. A gain in reading is just one of the benefits. Alongside this improvement was an increase in attention span and improvements in critical thinking and reasoning skills.  Students have gone from having poor self-esteem and behavioral issues to leaving the Indigo Section for the mainstream classrooms with amazing confidence, self-regulation skills and the ability to learn independently. Children with autism benefited as well and demonstrated improvement in their social skills. Furthermore, the Davis Learning Strategies are being used to teach Indian languages like Hindi and Tamil… a great feat for children who struggle with language.

Introducing the Davis methods not only affected struggling student’s lives, but also the teachers’. The tools of Release, Focus and Energy Dial allowed teachers to relieve stress and enhance their own potential. Many of the children shared their DLS tools with their parents.

However, the road to introducing the Davis Learning Strategies was not always smooth. Davis seemed so simple and some educators thought the children were just playing with clay.  India has a very rigid curriculum. Marks are important so the idea of spending time with those who struggled was considered a waste and in exchange time should focus on children who were bright.  Once DLS was fully incorporated from K - 3 at the Omega school, there were less children being filtered to the Indigo section so they knew the experiment worked.  Now Indigo class receives children from other schools.

Currently LMOIS has well over 100 DLS trained teachers, three DLS Mentors and 2 licensed Davis Facilitators. The school believes that when these strategies are used, it helps holistic growth in children. It prevents the onset of learning difficulties and helps in optimizing the potential of all students. 

The work continues in this community of educators. Twice a year DLS training is provided for those interested.  Even many of the senior teachers have been trained in DLS. More mentors are needed.

“Once a teacher gets trained in DLS, if you don’t have proper mentoring of the teacher, they slowly forget what is to be done and give up. Mentoring and handholding is essential for teachers. That is what we are ensuring at Indigo and that’s why it’s working out.”

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

info@thewds.org

Follow Priti HERE.

Food for Thought …a Brain Enhancing Formula by Sharon Roberts

Food for Thought …a Brain Enhancing Formula

There are many factors that affect the orientation method which is the key factor in a Davis® program, such as noise, pain and fear. Life happens and much of this we have minimal control over.  There is one thing we can control and will affect how we think and use our orientation tools and that is nutrition.

Much of what I suggest is based upon years of working in the health industry, listening to a variety of podcasts and training in nutritional counseling besides personal experience.  These suggestions are purely things to consider and of course, when in doubt, go to your medical advisor. Meanwhile I will attempt to sift through the information presented as of now; nutritional science is new and constantly evolving.

In general, most people do better on a higher-protein, lower-carbohydrate diets to enhance focus. Neurotransmitters are chemical messengers that your body can’t function without. Their job is to carry chemical signals (“messages”) from one neuron (nerve cell) to the next target cell. The lack of, or depleting amounts of the neurotransmitter dopamine is often the culprit which decreases attention spans.  This is why people with ADHD for example, are provided medications that increase dopamine levels. Altering your diet, according to many functional medicine doctors, can produce similar effects. Dopamine increasing foods are beef, poultry, fish, eggs, seeds (pumpkin and sesame), nuts (almonds and walnuts), cheese, protein powders, and green tea.

Food quality affects how your brain and body work. One way to increase performance is to drink plenty of water as your brain is 80 percent water. Anything that dehydrates it, such as too much caffeine or alcohol, impairs your cognition and judgment. One rule is (with the exception of those who are obese) is to drink half your weight in ounces daily.

It is important to start each day with protein to boost your focus and concentration. Protein helps balance your blood sugar, increases focus, and gives your brain the necessary building blocks for brain health. Eating carbohydrates that do not spike your blood sugar and are high in fiber, such as those found in vegetables and fruits, like blueberries and apples is beneficial. Carbohydrates are not the enemy; they are essential to your health. Bad carbohydrates, the ones that have been stripped of nutritional value, such as sugar and simple carbs, are the problem.

Sugar is not your friend, it increases inflammation in your body (which leads to inflammation in the brain, as well) and erratic brain cell firing. Rule out refined carbs as they are loaded with sugar or substances that are easily broken down into sugar in the body. They trigger a quick spike, then a crash in blood sugar levels that leaves people feeling spacey, confused, tired, and inattentive. In addition, simple carbs spike serotonin levels in the brain, which make you feel temporarily happier and more relaxed. This sounds great, but serotonin can also give people a “don’t worry, be happy” attitude that drains motivation and drive…not exactly the best mindset for work or school, best to stick with smart carbs.

Avoid potential food allergens or sensitivities. A growing body of research shows that potential allergens—gluten, corn, soy, artificial dyes, sugar, artificial sweeteners, and dairy may trigger ADD/ADHD-like symptoms in some people. Food additives and colorings, such as red dye 40, can cause hyperactivity in children with no previous history of this problem according to a study in the The Lancet.  Research from the ADHD Research Centre in the Netherlands showed 85% of children who followed an elimination diet showed an improvement of 50% or more and no longer met the criteria for ADHD. (https://www.amenclinics.com/blog/the-surprising-role-diet-plays-in-add-adhd).

If you do your own meal preparation and limit most of your grocery shopping to the outer aisles of the grocery store, you will have made great inroads into choosing brain optimizing foods. The only thing remaining is to watch pesticide use and note where your meat comes from.  You are not only what you eat, but also what the animals you eat ate. For example, fish is a great source of healthy protein and fat but can also contain mercury levels. The larger the fish, the more mercury it probably contains, so go for smaller varieties. Safe fish choices with the highest omega-3s include wild Alaskan salmon, sardines and anchovies.

With the numerous distractions that are a part of your everyday life, it can be difficult to pay attention to the task at hand especially if a challenging nutrient deficiency is added to the equation. Sometimes you might need a supplement. For example, if fatty fish is not part of your diet, then you might need to take Omega 3’s. If you don’t eat plenty of dark green leafy vegetables, you’ll likely need magnesium and some research suggests most of us are deficient in this mineral.

We cannot always rely on our food to be of good quality. Many natural health practitioners suggest we take a multivitamin, Omega 3 fish oils and vitamin D daily. There are other supplements that can influence learning. There is no one size fits all solution and you may want to try supplements such as curcumin, grape seed extract or L-theanine. If you google these items on how any of these items affect the brain, you will find some convincing research. I personally found grape seed extract very effective.

One fairly new supplement is Lion’s Mane that I personally take especially when feeling a bit of brain fog. It is a mushroom that may be valuable for a child’s developing brain. According to research, its primary bioactive compounds, hericenones and erinacines, actively stimulate the production of nerve growth factor (NGF), a critical element for maintaining and organizing neurons in the brain. NGF supports neuroplasticity, the brain's ability to form and reorganize synaptic connections, which is crucial for learning and adaptability. (https://becomelucid.com/blogs/news/lions-mane-mushroom-for-kids#:~:text=Lion's%20mane%2C%20a%20powerful%20mushroom,organizing%20neurons%20in%20the%20brain.)

To summarise:

• eat more protein, particularly at the start of the day

• eat less carbohydrates

• incorporate healthy fats

• eat vegetables and fruit

• avoid sugars which can be disguised as high-fructose corn sweetener, dehydrated cane juice; dextrin; dextrose; maltodextrin; sucrose; molasses; and malt syrup

• keep your grocery shopping to the outer aisles of the grocery store

• cook from home as much as possible, eliminating processed foods

• drink plenty of water

• investigate some supplementation.

Happy Eating and Learning 😊!

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

ADD & ADHD: What do Dyslexia and ADHD have in common? by Sharon Roberts

What Is Different About A Davis Program?

What do Dyslexia and ADHD have in common? Quite a bit actually. They both can have information-processing challenges, working memory deficits, and motor skills challenges. However, the common root cause is disorientation, which will be familiar to those in the Davis world - a state of mind in which your thinking/perception and your reality, the true facts and conditions in the environment, do not agree.

Everyone disorients but with ADHD, according to Ronald D. Davis in his book, The Gift Of Learning, disorientation is spontaneous. It happens easily and is driven by emotion. Some of these emotions include fear, boredom, curiosity and confusion. This spontaneous disorientation is narrowed down by Davis to two types of emotion, avoidance and engagement.

Whatever the cause of the disorientation, it can affect our attention. This perceptual ability has many positive aspects to it. These include exceptionally creative personalities, good problem-solving skills, lots of energy and ability to hyper focus. On the flip side, being disoriented affects our visionary and auditory processing, balance, coordination and time.

Because these senses are affected, you can observe behaviors such as distractibility, poor organizational skills, chronic lateness, struggles to control emotions, keeping friends and underestimating the time it will take to complete tasks. In other words, it affects executive functioning skills, 'the management system of the brain.’ These skills enable us to set goals, plan and get things done. When people struggle with executive function, it impacts them at home, in school and in life.

Some obvious signs of ADD / ADHD include frequent interruption of others or talking over them, poor self-control, blurting out thoughts without thinking, acting recklessly or spontaneously without regard for consequences and behaving in socially inappropriate ways (such as not being able to sit still during a long meeting). Emotionally individuals with ADD/ADHD can be easily flustered and stressed out, possess short, often explosive tempers, have self-esteem issues, have trouble staying motivated and be hypersensitive to criticism. For a child, it may look like not knowing how to share toys, take turns, play well with others. They may have problems making or keeping friends and find it difficult to focus and stay still.

Both hyper and hypo activity can be involved in attention issues. Both are products of spontaneous disorientation, and every disorientation affects our perception of time. This is why for someone experiencing ADHD, an hour of time can feel as if it is going quickly or slowly. The faster the internal clock goes the slower the outside seems; one hour can seem like two. The senses of balance and motion are reversed when disoriented. Being still seems like moving so a person mimics the feeling and moves which results in a feeling of calmness. If you tell them to be still and stop fidgeting, not only will they not hear you, they might also feel motion sick because they want to move and yet they are attempting to keep still.

There are many arguments over the cause and treatment for ADHD/ADD. Conventional streams see it as a mental health issue that requires medication to increase dopamine levels. Others look for the cause of this lack of focusing, and attribute it to lifestyle factors such as video games, screen time, intolerances to foods such as sugar, colorings, additives, glyphosates. There is evidence that the frequency of screen and video time affects dopamine levels and circadian rhythms. Furthermore, adults are modeling inattention as they multi-task, rushing off to activities, not allowing for time spent time in nature or just being quiet. All likely contribute in some way ... many of these factors affect dopamine levels.

Davis® Attention Mastery provides effective tools to help adults and children age 8 and over to address attention, behavioral, or organizational difficulties. Adults and children gain abilities to recognize and clear up distorted perceptions. That allows them to detect and solve confusions, and then master and internalize concepts that will help them with social interactions and attention issues. These concepts include: self, change, consequence, before, after, cause, effect, time, sequence, and order vs. disorder. We practice using these concepts by applying them to real life situations. This allows one to develop personal insight into the barriers that prevent them from living to their potential.

Young children diagnosed with ADHD often have significant academic and learning barriers, particularly with reading skills and reading comprehension. The Davis tools for attention regulation are part of every Davis program. Since academic difficulties are often at the heart of behavior problems and the inability to sustain focus in a classroom setting, in some cases it is better for children to start with a Davis Dyslexia Correction program. Often, the behavior issues that gave rise to an ADHD diagnosis will dissolve when the child gains the ability to read and understand why much of the confusion that caused the disorientation occurred and how it can be resolved.

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

What Is Different About a Davis Program by Sharon Roberts

What Is Different About A Davis Program?

Davis programs are different. You don’t just enlist, you have to qualify. We do not tutor. We do not use phonics or endless repetition or drill. Instead, we facilitate clients to use their inner strengths/skills/abilities to unfold the cause of their struggles and hence make improvements in a matter of days. Not everyone qualifies to partake in a program and here are the reasons why.

Firstly, programs are conducted by rigorously trained facilitators.  Facilitators by definition are  people that make things easier. They plan and guide a person to meet their goals whereas teachers use their subject matter expertise to design curricula, presentations, and learning materials. One Google definition states “Facilitators get things done.”

In order to define goals, there is a degree of self awareness involved.  Children go to school without clearly defined goals and get taught general things based upon a curriculum designed by adults who deem that at a certain age a child should know certain things. Whereas a person who visits a Davis program, has something in mind they want to fix or improve, a goal. This requires some ability of self awareness and that is why the suggested age to enroll in a program is 8 and up.  At that age, children enter a developmental phase known as the age of reason which refers to the developmental cognitive, emotional, and moral stage in which children become more capable of rational thought, have internalized a conscience, and have better capacity to control impulses. Being the right age doesn’t always qualify you for a program. It’s just the first step. 

The second qualification in goal setting requires a feeling of meaning and purpose. Without it, you can lose focus. The goals need to be specific and not general e.g. “I want to pass school”. A child needs to break that down into something more concrete such as to be better at spelling, reading, doing division problems or making friends. 

This requires the child to use their self-awareness to be aware of how they feel about their abilities. The stronger they feel about their inabilities, the better it determines the motivation of the client. The more emotional they are about their negative experiences, the stronger the motivation is to act in order to experience positive emotions and minimize the probability of feeling negative emotions.  

Continuous positive change keeps the program going and we often ask if their goals are being met. That’s why we orchestrate a program to client’s goals because they are the ones “doing it”. So if they are aware that they are having a problem in some aspect of their life and want to fix it there is a good chance they qualify for a program. Intertwined with this goal setting is a desire for change.

The third qualification is finding a good support system to follow up with the program’s inroads. With a child, it is often the parent who assists. The reading and orientation exercises take about 15 minutes a day until child is reading at grade level. The clay work on the sight/trigger words is another matter as it depends upon the client’s goals. Depending upon what was accomplished in the program and client’s goals and schedule, the clay work can take around a year to complete. The more words that get done, the greater results. If the parent has a history of “not being able to work with the child,” they should hire someone who can, and support training is provided for them. Facilitators are there to help following a program but it’s the helper’s responsibility to ask.

In my office, there are three rules that clients follow.

• The first is to go slow. This is so they can identify the confusion.

• The second is to make mistakes and not to let it bother you. This can be a deal breaker for some as it is embarrassing to make mistakes and feel stupid. However, it is the mistakes that tell us what is going on and once a client knows how to correct them, they often feel relieved In order to relieve anxiety around this, I jokingly say, “You have to make at least five per day”.

• The third rule is to have fun! 

If all these things are in place, success is on its way!

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Procrastination by Sharon Roberts

‘Procrastination’ by Sharon Roberts, Davis Dyslexia Facilitator

Rachel’s science project, worth 50% of her final grade, is due this Friday. She hasn’t even begun. There are only 3 days left, and in the meantime, she has to go to school and work at her part time job, one shift this week. She also promised to clean her room by Saturday so she can go out with her friends over the weekend. She is overwhelmed but is determined to buckle down and begin her project. She searches for the outline hidden somewhere under her piles of belongings but fails in her attempt. She quickly calls her friend for the info but an hour later finds herself still talking over the day’s events. She ends the call, only to realize she never did find out what her assignment was.

We’ve all done it… put things off. It has been estimated that the average person spends 218 minutes procrastinating every day, that means every year you might spend 55 days putting off tasks you really need to do. Procrastination is delaying or putting off tasks until the last minute, or past their deadline. Most professionals agree it is an avoidance strategy but the cause for avoidance varies.

Procrastination is caused by the same things it creates, stress and anxiety. We avoid tasks because they overwhelm us in the moment, and it feels good momentarily.  In “Davis” terms, it involves the basic instinct of humankind…to seek pleasure and avoid pain. For the moment, it’s easier and more pleasurable to avoid “that thing” and do something easier and more fun!

Dr. Linda Sapadin in her book, How to Beat Procrastination in the Digital Age: 6 Unique Change Programs for 6 Personality Styles identifies 6 types of procrastinators. The personality types range from The Worrier to The Pleaser.

The Worrier doesn’t start that important task because they don’t believe that they’ll be able to do it. Characteristics include indecisiveness and lack of confidence and have a high resistance to change, preferring the safety of the “known” over the risk of the “unknown.”  In a similar vein the perfectionist doesn’t start the task because they equate failure with not doing the task perfectly and they put forth excessive amounts of time and energy to making sure everything is done perfectly.

The Pleaser or the Over-Doer procrastinator commits to doing too many tasks and fails to prioritize. Underlying this is the fear of not living up to their own impossible standards, or the imagined impossible standards of others. They tend to suffer and take on more work than they can handle, often finding it difficult to relax without feeling guilty.

The 'Crisis Maker’ believes they need the stress or pressure inherent in last minute action to alleviate boredom and increase motivation. There is a question about the quality of work that evolves from this; whereas the Dreamer comes up with lots of ideas, but the thought of work bores or frustrates them. They avoid expressing negative feelings; instead, they convey those feelings by procrastinating.

The Defier is often viewed as rebellious and underlying this is the belief “I shouldn’t have to do it!”.  Procrastination is used to defy authority. They are pessimistic in nature, undercutting their motivation to complete tasks in a timely manner. 

You can find many suggestions and ideas to overcome or decrease procrastinating tendencies.

• One way is to break down mountainous tasks into smaller tasks. For example, the task of cleaning the house could be broken down several ways from, emptying the dishwasher, vacuuming, wiping down the countertops to making the bed. Many experts agree by listing things and checking them off when completed helps to release dopamine (feel good chemical) to the brain.

• The Pomodoro Technique breaks tasks into reasonable chunks and rewards you with regular breaks: whenever you are faced with work that you've put off via procrastination, you should tackle it in precisely timed intervals with a short break between each interval. After several work intervals have passed, you can take a longer break. By using the Pomodoro method, you're assured that the work will be broken into manageable chunks. The Pomodoro Technique is effective because it makes long-delayed items from your to-do list seem less intimidating. If you know that you'll only have to work on a task in short intervals—and that you'll be rewarded with regular breaks—you're shielded from the dread of an interminable task.

For those who are picture thinkers, dyslexic and ADD, ADHD or those on the autism spectrum, there may be an added problem. Despite all the suggestions for improvement, the intrinsic concepts behind the suggestions may be lacking. For some, time is a vacant space to be filled. There is no idea how long something could take due to lack of sensing how long 30 minutes is as opposed to 2 hours. If this is intrinsically lacking in their being, it makes it difficult to prioritize a task.

Numerous suggestions are available to overcome whatever personality type you are, but all require a rudimentary knowledge of self, change, consequence, time, sequence and order. These concepts can often be lacking with dyslexic, ADD and autistic individuals because of their disorientations and thinking process. There can be problems with starting, organizing, planning, or completing tasks. Their disorientations can also create trouble in listening or paying attention and create short-term memory issues. All of these can be dealt with in Davis Attention Mastery Programs or Autism Approach programs for those on the spectrum. When a person eliminates the cause of the challenges, the challenges cease to exist.

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

All about Legacy Giving (Planning) by Laura O’Neill

What Is Legacy Giving?

"Legacy giving" typically refers to the practice of making a charitable donation or leaving a gift in your will or estate plan to support a cause or organization that is important to you. It's a way for individuals to leave a lasting impact and contribute to the well-being of future generations. Legacy giving can take various forms, such as bequests, charitable trusts, or gifts of life insurance.

Legacy giving if often referred toby different names.

Planned Giving: This is a broader term that encompasses any major gift made in a donor's lifetime or as part of their overall financial or estate planning.

Bequests: This term specifically refers to gifts made through a will. Donors include a provision in their will specifying how much money or which assets they want to leave to a particular organization.

Estate Planning: While not specific to charitable giving, estate planning involves arranging for the disposal of an estate, and this can include making provisions for charitable contributions.

Testamentary Gift: This is a gift outlined in a person's will, designating a portion of their estate to go to a particular charity.

Deferred Giving: This term emphasizes that the gift is deferred until a future date, often occurring after the donor's death.

Charitable Bequest: Similar to bequests, this term specifically denotes a gift made to a charitable organization through a will.

Gifts in Kind: While not always associated with legacy giving, it refers to non-monetary donations, such as real estate, art, or other assets, that can be included in a will.

These terms are often used interchangeably, and the choice of language can depend on the specific legal and financial context or the preferences of the organization and the donor. If you are considering making a legacy gift or exploring options for charitable giving, it's recommended to consult with legal and financial advisors who can provide guidance tailored to your situation.

By including a charitable organization in your estate planning, you can provide ongoing support for the causes you care about, even after you're no longer present. Many nonprofits and charitable institutions rely on legacy gifts to fund their programs and initiatives.

Does My ‘Legacy’ Charitable Contribution Qualify For A Tax Receipt?

In Canada, individuals who make charitable contributions through legacy giving, such as bequests or gifts in a will, may be eligible for tax benefits. The tax treatment of these contributions is governed by the Canada Revenue Agency (CRA). Here are some key points:

Tax Deductions for Bequests: The value of a bequest made to a registered charity in your will is deducted from the value of your estate when calculating the federal estate taxes. This can help reduce the overall tax liability of your estate.

Tax Credits for Charitable Gifts: In addition to the estate tax benefits, there may also be tax credits available for charitable contributions made during your lifetime. This includes charitable gifts made through other means, such as charitable remainder trusts or gifts of life insurance.

Designation as a Graduated Rate Estate (GRE): In certain cases, an estate that includes a charitable bequest may qualify as a Graduated Rate Estate, allowing it to benefit from the lower tax rates applicable to estates in their first 36 months.

Receipts for Tax Purposes: When you make a charitable contribution, including a legacy gift, the charitable organization will issue a tax receipt. This receipt is essential for claiming the tax benefits associated with your donation.

It's important to note that tax laws and regulations can change, and the specific details can depend on your individual circumstances. Therefore, it's highly advisable to consult with a qualified tax professional or financial advisor who is familiar with the current tax laws in Canada and can provide personalized advice based on your situation. They can guide you on how to maximize the tax benefits associated with your legacy giving.

I Don’t Have A Financial Advisor, Where Can I Find One?

Finding a financial advisor in Canada involves considering various sources and conducting thorough research. Here are some ways to find a financial advisor in Canada:

1. Referrals: Ask friends, family members, or colleagues for recommendations. Personal referrals can provide valuable insights into the advisor's competence and reliability.

2. Professional Associations: Look for financial advisors who are members of reputable professional organizations in Canada. For example, you might consider advisors who are Certified Financial Planners (CFP) or members of the Financial Planning Standards Council (FPSC).

3. IIROC or MFDA Registration: In Canada, financial advisors who deal with securities are typically registered with the Investment Industry Regulatory Organization of Canada (IIROC) or the Mutual Fund Dealers Association of Canada (MFDA). You can check their registration status on the IIROC or MFDA websites.

   IIROC: IIROC AdvisorReport

   MFDA: MFDA Investor Protection Corporation

4. Online Platforms: There are online platforms that connect individuals with financial advisors in Canada. Some platforms allow you to search for advisors based on your preferences and location.

5. Financial Institutions: Many banks and credit unions in Canada have their own teams of financial advisors. You can inquire about their services and expertise.

6. Community Resources: Check with local community resources, such as community centers, professional networking groups, or chambers of commerce, for recommendations on financial advisors in your area.

7. Robo-Advisors: If you're comfortable with a more automated approach to investing, robo-advisors are platforms that provide automated, algorithm-driven financial planning services with minimal human intervention.

8. And lastly, we at The Whole Dyslexic Society have several families in our community that are financial advisors and would be happy to serve you. Contact us at info@thewds.org.

When selecting a financial advisor, consider factors such as their qualifications, experience, areas of expertise, fee structure, and whether they have any potential conflicts of interest. It's advisable to have initial meetings or consultations with potential advisors to discuss your financial goals and assess whether their approach aligns with your needs. Additionally, make sure the advisor adheres to regulatory standards and has the necessary licenses and certifications.

Does The Whole Dyslexic Society Qualify To Receive Legacy Donations?

Yes! The Whole Dyslexic Society is a federally registered charity. Our registered charity number is: 852190933RR000.

If you or someone you know would like to include the Whole Dyslexic Society in legacy planning please contact your financial advisor. If you don’t have a financial advisor we may be able to refer you to one. Please contact us at info@thewds.org.

We are a busy charity with a wide reach, nationally and internationally.

Our Mission: "To be an organization which offers a coordinated and central approach in addressing the needs of the dyslexic individual, their families and their community, while ensuring a safe place for accelerated learning, healing, education, social interaction and support of individual growth and development."

We have 4 objectives: Public Outreach, Prevention, Fundraising (Bursary Programs), & Community. To read more about each of our objectives please visit our page HERE.

To read more on the many ways you can contribute please visit our Giving Guide HERE.

Thank you for your Support!

info@thewds.org

Games we enjoy at The WDS by Sharon roberts

December is a month of celebrations and gift giving and just to help you along, we have researched and consulted parents and their dyslexic counterparts what their favorite game was for them or their family. There are huge choices here. Many build upon a dyslexic’s strengths such as strategy, patterning, building and imagination.

But while you are having fun with others, did you know you are actually doing something positive for your brain? Different areas of the brain are stimulated during board game play. Board games that involve strategy stimulate the frontal lobe of the brain. The frontal lobe helps the development of executive function skills such as planning, organizing, and decision-making.

The hippocampus is also stimulated while playing board games and when strengthened, it can lead to better memory and spatial navigation. Other areas of the brain that can be affected by playing board games are the nucleus accumbens. This is responsible for processing stimuli in relation to good or bad experiences. Board game play often leads to a decrease in gray matter in the amygdala, which in turn reduces stress and encourages overall feelings of calmness.

So take a look at some of the games we have played as well as some newer games on the market! Have fun while stimulating your brain!

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Of course there are the usual familiar board games both regular and junior editions. These include Risk, Monopoly, Sequence, Clue and Guess Who. Risk and Monopoly can be on-going for a lengthy time but some of the games involve a bit of math, some strategy and luck and the whole family can participate !

Connect Four: The object of this game is to connect four of your checkers in a row while preventing your opponent from doing the same. But, look out – your opponent can sneak up on you and win the game!

Labyrinth Board Game for ages 7 and up is a game of strategy. Players move around the shifting paths of the labyrinth in a race to collect various treasures. Whoever collects all of his treasures first and returns to his home space wins! Labyrinth is simple at first glance and an excellent puzzle-solving game for children; it can also be played by adults using more strategy and more of a cutthroat approach.

Nowhere to Go: This involves 2 players and this strategy game has a spy theme on a unique hexagonal game board with spaces inter-connected by bridges. Each player places their spy piece on a starting space and players take turns placing blockers and moving their pieces across any bridges that are not blocked. The first player to trap the other spy with blockers wins.

Dix it: This is a lighthearted game of storytelling and guesswork where your imagination unlocks the tale! Each round, cards are revealed. Their connection: one enigmatic sentence. Be careful! Only one picture represents the correct answer, the others are decoys. To find the correct image, let your imagination be your guide.

Cinco Linko: Up to 4 people can play where each choose a single stack of brightly colored tiles, and you take turns to put down tiles to get a row of five, while blocking your opponents and they block you in turn. Recommendation 2-4 players ages 8 and up

Story Time Chess: 3 Levels are available that teach children (and adults like me) how to play chess. Chess has been shown to develop multiple cognitive and emotional skills that will benefit your child throughout their entire life. This game of chess comes alive, and the rules and strategy of the game are woven through fun and engaging stories. Children as young as 3 learn the moves, strategies, and language of chess in a fun and engaging way.

Mastermind Fort Making: Mastermind Toys has created several build your own fort types including a Rocket. These are ideal for the younger child to design a fort. The sets come with everything you need including 2 LED battery operated hanging lights. The options are limitless. Add a bedsheet, turn on the lights, and your child has created their own space adaptable pretty much anywhere!

Escape Room: Escape rooms are popular right now and now you can create your own at home. Designed for as young as 6 years of age, various types for families and age groups. For example, EXIT the game; Jungle of Riddles is a great introduction for kids to riddles and brainteasers. Working together or by themselves, children ages six and up can solve various riddles to open mysterious treasure chests.

Buildzi : Playing BUILDZI can help develop and reinforce many STEM skills. It involves using Problem Solving, Creativity, Communication, Inquiry, Engineering/Design Thinking, Critical Thinking and Collaboration skills to complete any of the building block games included with BUILDZI. It's perfect for early finishers and is a great team building game. One of the employees at Mastermind Toys (a professing dyslexic) said it was one of her favorite games!

Superhero Kit: This is perfect for the child who loves to dress up and perform. Perfect for pretend play, this starter kit includes an oh-so-shiny red cape along with masks and a belt to hide your child's secret identity. Power cuffs and punch-out decorations provide plenty of options for your one-of-a-kind super kid. There's more action-packed fun in the included idea book to help.

Find It: Each Contained Adventure® is filled with brightly colored plastic pellets with themed hidden objects. All games have the items listed on the cap and includes a tear-off pad to check off the items when found. Each game is individually packaged in an attractive, easy-to-gift-wrap box. There is one item that is challenging to find and if you are successful you can go on line and get a reward!

Rush Hour Game: It will take more than a little skilled driving to get the red car out of this traffic jam – it will take brainpower. In Rush Hour, a sliding block logic game, you have to battle the gridlock as you slide the blocking vehicles out of the way for the red car to exit. With 40 all-new challenges, ranging in difficulty, players can progress at their own speed.

Picture Charades: A CLASSIC GAME FOR YOUNG CHILDREN and no reading is required! Children will use their imagination and critical thinking skills to act out charades from four categories on the cards: Animals, People, Indoor and Outdoor Themes. Playing this game is a great way to encourage social development and children will also learn critical thinking skills to judge and interpret. Adults and older children can join the fun!

Pictionary: Great fun for picture thinkers as you interpret the meaning of a term or concept by drawing pictures!

Classic Twister challenges players to place their hands and feet on red, blue, yellow, and green dots on the plastic floor mat, without falling over. It’s a great game for children and adults. Just give the spinner a whirl, see where it lands and make the move!

Jenga Maker: TWIST ON CLASSIC JENGA: This twist on classic Jenga gameplay has players dividing into teams, with teams racing to instruct and create builds at the same time. There are 3 ways to play including using teams where one teammate draws a card and describes the setup to their teammate. No pointing, gesturing, or peeking allowed! This fun kids’ game features beginner and advanced builds.

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

All about Donor Advised Funds (DAFs) by Laura O’Neill

What Is A Donor-Advised Fund Also Known As ‘DAFs’?

From the perspective of a donor, a donor-advised fund (DAF) offers a strategic and convenient approach to philanthropy.

Here's how it looks:

1. Strategic Giving: Donors can contribute assets, such as cash or securities, to a donor-advised fund, allowing for a thoughtful and strategic approach to charitable giving.

2. Immediate Tax Deduction: One of the immediate benefits is the ability to receive a tax deduction for the full amount of the contribution in the year it is made. This encourages and facilitates a commitment to supporting charitable causes.

3. Investment Opportunities: The contributed assets are typically invested, providing an opportunity for potential tax-free growth. This allows donors to maximize the impact of their contributions over time. It's worth mentioning that while donors receive a tax deduction when they contribute to a donor-advised fund, there's no legal obligation to distribute the funds immediately.

4. Flexibility in Grantmaking: Donors, or individuals appointed by the donors, can recommend grants to qualified charitable organizations over time. This flexibility enables donors to carefully consider and support the causes that align with their values.

5. Streamlined Giving: Donor-advised funds are often managed by public charities or financial institutions, streamlining the administrative aspects of charitable giving. This allows donors to focus more on the causes they care about rather than the logistics of managing individual donations. They are popular because they provide a convenient and efficient way for individuals to manage their charitable giving, especially for those who may not want to establish and manage a private foundation.

6. Family Involvement: Donors often involve their families in the philanthropic process, fostering a culture of giving and social responsibility. DAFs provide a structured way for multiple generations to participate in charitable activities.

7. Privacy and Anonymity: Some DAFs offer the option for donors to give anonymously, providing privacy in their philanthropic endeavors if desired.

8. Impactful Legacy: Donors can use DAFs to plan and create a lasting impact, establishing a legacy of giving that extends beyond their lifetime.

In essence, donor-advised funds empower donors to be intentional, strategic, and impactful in their charitable contributions, while also providing financial benefits through tax deductions and investment opportunities. The flexibility and streamlined nature of DAFs make them an attractive tool for donors seeking to make a difference in their communities and beyond.

Who Qualifies To Receive A DAF And How Do I Know They Are In Compliance?

In Canada, charitable organizations must be registered with the Canada Revenue Agency (CRA) to be eligible to receive donations, including those from donor-advised funds. Here are some key points:

Registered Charities: To be eligible to receive donations from a DAF in Canada, an organization must be a registered charity with the CRA. The CRA has specific criteria that organizations must meet to obtain and maintain charitable status.

1. Eligible Charitable Purposes: Charitable organizations in Canada must operate exclusively for charitable purposes, such as relief of poverty, advancement of education, advancement of religion, and other purposes beneficial to the community.

2. Qualified Donees: The CRA maintains a list of "qualified donees," which includes registered charities, certain Canadian amateur athletic associations, national arts service organizations, and more. Donations from DAFs in Canada are typically directed to qualified donees.

3. Compliance with Regulations: To maintain their charitable status, organizations must comply with the regulations set by the CRA, including filing annual information returns and using their resources for charitable activities.

It's essential for donors and the sponsoring organizations of DAFs in Canada to ensure that their grant recommendations align with the CRA's regulations and guidelines. Working with legal and tax professionals who are knowledgeable about Canadian charitable giving regulations can help ensure compliance and maximize the impact of charitable donations.

What Is A Sponsoring Organization For DAF’s?

1. Public Charities: Many DAFs are established and managed by public charities, which are tax-exempt organizations that operate for the public benefit. Examples include community foundations, religious organizations, and other charitable entities. These public charities often have a broader mission beyond managing donor-advised funds and may be involved in various philanthropic activities within a community or a specific sector.

2. Financial Institutions: Some DAFs are offered and managed by financial institutions, such as banks, investment firms, or brokerage firms. These institutions provide donors with DAF services as part of their broader suite of financial offerings. Donors who use DAFs through financial institutions can have their DAF accounts integrated with their overall financial portfolios.

3. Single-Issue Organizations: In some cases, a single-issue organization, like a university or a hospital, may establish a DAF to manage and distribute funds related to their specific mission. While less common, these organizations may use DAFs as a tool for fundraising and donor engagement.

The management of DAFs involves handling the administrative tasks related to contributions, investments, and grant recommendations. This includes processing donor contributions, investing the contributed assets for potential growth, and executing grants to qualified charitable organizations based on the recommendations of the donors.

It's important for donors to choose a reputable and well-established sponsoring organization for their DAF, considering factors such as fees, investment options, and the organization's track record in efficiently processing grants and supporting philanthropic goals.

Does The Whole Dyslexic Society Qualify To Receive DAF’s?

Yes! The Whole Dyslexic Society is a federally registered charity. Our registered charity number is: 852190933RR000.

If you or someone you know would like to recommend a grant to the Whole Dyslexic Society please contact your sponsoring organization, which can be a public charity or financial institution.

We are a busy charity with a wide reach, nationally and internationally.

Our Mission: "To be an organization which offers a coordinated and central approach in addressing the needs of the dyslexic individual, their families and their community, while ensuring a safe place for accelerated learning, healing, education, social interaction and support of individual growth and development."

We have 4 objectives: Public Outreach, Prevention, Fundraising (Bursary Programs), & Community. To read more about each of our objectives please visit our page HERE.

To read more on the many ways you can contribute please visit our Giving Guide HERE.

Thank you for your Support!

info@thewds.org

The Science of Reading by Sharon Roberts

The Science of Reading

When something is backed by science, it implies proof that something is true. There are various ways this is done but in the areas of social science, evidence-based methods are used and hence the term “Science of Reading” has emerged. The Science of Reading aka phonics (similar to the Structured Reading Approach) and its cousins are based upon research conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. It is believed that phonics, phonemic awareness, vocabulary, fluency, and comprehension are the main ingredients to becoming a successful reader…. and therefore easily accepted by educators who believe phonics to be the only way to learn to read.

Heavy phonics as seen in the “Science of Reading” follows a bottom-up approach to decipher words, following a formula to decode words and once successful, it is believed comprehension will follow. This contradicts the present “Balanced Literacy Approach”, which came in the 1990’s to solve poor literacy scores. BLA employs the theory that students learn to read by reading and through exposure to rich literature. This approach includes “embedded phonics” which involves instruction in sound-symbol relationships built into the reading experiences. It can lend itself to guessing a word using contextual clues.   For some, Balanced Literacy strikes a balance between whole language and phonics -  the best of both worlds including the love of reading.

However, the proof is in the pudding and there seems to be a general agreement, and we might not be doing as well as we think. According to the Conference Board of Canada, Canada earns a “C” grade on literacy skills in the latest international comparison study.(1)  This is where literacy becomes confusing. At first glance, when you google literacy rate in Canada and the United States, it shows a 99% literacy rate. But when you break it down into categories such as comprehension and writing as suggested by literacy’s basic definition, we get a different picture.  

According to Statistics Canada:

·         49% of the adult population scored below high-school literacy levels starting with Level 1 

·         where 22% of adults identify themselves as people who cannot read to Level 4

·         where 20% of adult Canadians possess strong literacy skills. (2)

America has similar conflicting reports. Nationwide, on average: 

·         79% of U.S. adults are literate in 2022

·         with 54% of adults have a literacy below sixth-grade level. (3) 

While lower scores can be attributed to various circumstances such as

·         English being a second language,

·         poor living conditions or

·         lack of early intervention,

The overall performance is low considering education is readily available in the two countries. It begs the question, why are we at odds with literacy?  Firstly, the English language is difficult and does not always support the rules of phonics unlike many of the European languages. This is where a “Balanced Reading” approach makes sense as generally one third of the population/dyslexics don’t think with the sound of words and alternative strategies are provided.  Yet we are still missing the mark and it may be because dyslexic needs are presently not being met. That may account for some of the low literacy scores and if you believe those with dyslexia are learning able, a fresh approach to reading is needed.

In the last 100 years, we have tried various approaches to reading instruction - phonics and its counterparts, whole language and balanced learning and still half the population remains illiterate for one reason or the other. Placing the sticker “science” to phonetic instruction and expecting a different result is a recipe for failure. Yes, there are many who get phonics, but there are many that don’t.  That doesn’t mean that according to statistics, half the population is somehow inferior rather that they may be programmed differently. Einstein said, “insanity is doing the same thing over and over again, expecting a different result.”

The Davis® Dyslexia Correction method offers a fresh new approach and in particular addresses the reading issues a dyslexic may encounter. From these correction methods the Davis® Learning Strategies (DLS) were developed for K-3 classroom teachers and enable them to offer focusing and self-regulating tools for all children - sound and image-based thinkers. It acknowledges the basic learning and thought processes such as utilizing the brain’s ability to alter & create perceptions, think mainly in pictures and not sounds, thinking and perceiving multi-dimensionally.  When dyslexics see a word, they view it as a picture with a picture for the meaning. When a picture meaning is missing as in the case of any sight words and concepts, confusion develops. The Davis Method solves the lack of picture and meaning of these words through Symbol Mastery and Picture at Punctuation Reading Exercise ensures comprehension.

Firstly, the client receives a way of focussing as described in the book, The Gift of Dyslexia, by Ronald D. Davis.  This provides the visual-spatial kinesthetic learner, control over their natural thinking style when addressing 2 dimensional printed symbols. The word recognition exercises are designed to train the “picture thinker’s” point of perception to scan a word as a sequence of letters that make a sound.  When a client approaches the reading exercises, they have already released any confusions in the letters and combined with the ability to focus achieve correct input of the word. This is NOT a whole word approach!

The self-regulation techniques are included in the Davis Learning Strategies. These self-management skills seem to be urgent considering a recent report suggesting teachers are now afraid of students (4) (5)

Does it work? Early research indicates yes. Full implementation of these methods can eliminate the need for special education placement for at-risk students. Strong readers gain stronger language and grammar skills, and weaker students gain skills needed to become capable readers. Reports of its success can be found in the www.davislearn.com website. To summarise, behavioral issues decreased, and students began to show improvements in emotional stability, socializing skills, and confidence level. The strategies can fit into a regular class language program and students seem to gravitate toward the strategy that works for them best. You can find more reports of this method used in New Zealand and India.

The program was first introduced in successive years to children in grades K - 2. Three classroom groups were compared with demographically matched groups, who had received the same basic language arts curriculum without the supplementary Davis program. The results were positive as first-grade students scored higher than the control group for the artery of 100 basic sight words. When followed up, data indicated that no special education referrals had been made 2 years following the intervention for anyone and gifted referrals from these classrooms were higher than the typical classroom. (6)

Over the last two decades, Davis methods have been the direct subject of more than a dozen research journal articles, conference papers, and academic dissertations from researchers in countries such as South Africa, Australia, Malaysia, India, and Iran, as well as the U.S. Research is posted on the www.dyslexia.com site.  It’s time to think differently!

Footnotes:

(1) conferenceboard.ca/hcp/adlt-lowlit-aspx/#:~:text=Key Messages,grade for inadequate literacy skills.

(2) https://www.thecanadianencyclopedia.ca/en/article/literacy

(3)https://www.crossrivertherapy.com/research/reading-statistics)

(4) https://theeyeopener.com/2018/09/new-study-finds-that-teachers-are-actually-more-scared-of-students/

(5) https://www.thestar.com/news/gta/alarming-new-survey-finds-nearly-80-of-ontario-elementary-teachers-experience-school-violence-says-union/article_e1880d96-e9

(6)https://www.davislearn.com/research/program-development/

 Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Dyspraxia by Sharon Roberts & Rachel Barwell

Dyspraxia
Going on a first dinner date is nerve wracking enough but imagine doing this while being dyspraxic!  Think of all the times you require coordination skills during such an event such as clicking glasses, using two utensils at a time, trying to eat soup with a spoon and keeping the soup on the spoon til it reaches hopefully your mouth. Then after eating, you need to use the washroom which means pulling out your chair while sitting on it, getting up and then putting chair back to the table all in one easy movement and then proceeding to walk effortlessly to the washroom. If only it were that simple for someone who has coordination issues! This simple feat can be quite horrifying and humiliating! And now you are expected to go dancing? UGH!

Dyspraxia is not often talked about like its cousin dyslexia because it doesn’t always affect learning. We often center ourselves on the task of writing, spelling, reading and math. Who cares if you can’t hit a ball with a bat? However, a dyspraxic or overly clumsy child faces humiliation. It is embarrassing to be the last picked for a team or if you get on a team, people getting mad at you because you missed the mark.

Rachel Barwell, a Davis Facilitator n New Zealand would certainly support the claim of embarrassment and humiliation. Often, on first glance, people saw her as being athletic as she stood tall above everyone, but they were soon disappointed to see the physique didn’t match the skill. She ended up sitting on the sidelines.

“People don’t see the strategy that is put into place in a dyspraxic’s mind,” says Rachel. She describes a business type luncheon as “a scramble, balancing a cup of tea with saucer and spoon, having a serious conversation while your shoulder handbag is constantly slipping “ a stressful enough activity, “but then to be offered a muffin on top of it, is a sheer juggling feat... and of course people like to talk with you once you just bit into some food”… a great story line for a Mr. Bean sketch, she says.

A dyspraxic child finds it harder than other kids to join in playground games and will often fidget more than other children. Some find it more difficult learning a new skill which others do automatically, for example, cutting a straight line with scissors, pasting cut outs without getting glue all over the place. Then there’s getting dressed, buttoning or zipping up clothing often makes them the last one out for recess. It’s embarrassing!

Of course there are a list of coping strategies (as there are in other areas of learning) for those embarrassed by their clumsiness. One major coping mechanism is avoidance. Children will avoid many sports activities. Adults may avoid getting in and out of a bathtub and choose showering instead or may choose to sit down to dress to avoid falling over. One thing that is common is the fatigue people with these issues face. The conscious effort to try and coordinate and strategize and navigate avoiding clumsy accidents is exhausting.

So if you are one of those who have been described as “accident prone” or never outgrew the “awkward stage” and want to do those things like catch a ball or walk alongside another without bumping into them, there is hope. Ron Davis, in his book The Gift of Learning says dyspraxia is most commonly associated with auditory deficit disorder and it affects 2 to 4 percent of the population. He refers to it as “a clumsy form of dyslexia.” He attributes this clumsiness to a person’s natural orientation being in a very unfavorable place.

Orientation Counseling, provided in all Davis Programs, provides a better option for those struggling with balance and coordination. About midpoint of the program a coordination exercise comes into play where a person uses their orientation tools, stands on one foot and catches koosh balls. This is a great accomplishment of those who are naturally clumsy to do this while maintaining balance and as the program moves forward, the more balanced the person becomes.

But does this really work? According to Rachel, “Absolutely!

When I am oriented (in my case, aligned), I make fewer mistakes in the physical realm - stumbles, bumps, dropped items, cuts, bruises, missed catches, fewer accidents.”

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Rachel Barwell, Davis Facilitator, New Zealand https://masterdyslexia.co.nz/

Auditory Processing Disorder by Sharon Roberts

Auditory Processing Disorder
I never really began to fully comprehend auditory processing issues until one day I was sitting in a very busy coffee shop with my son. High school students were lined up, dishes were clanging, buzzers were going and mixed conversations were overheard. My son, who was about 10 at the time, only remarked about the song playing way off in the background. This was a song, I literally strained to hear. Yet for him it was as distinguishable as the rest of the coffee shop’s noises. No wonder verbal instructions and noisy classrooms were a challenge for him, because if he couldn’t distinguish the dominant noise and drown out the others, how could he pay attention?

People with auditory processing disorder can have a hard time hearing small sound differences in words. For example one could say, “ Look at the cows over there,” and yet they may hear, “Look at the owls on the stairs.” Sounds may be reversed or jumbled such as the classic ‘pasghettie’ instead of spaghetti. Multiple sounds may be heard as one sound. All of this leads to difficulty with phonemic awareness, a skill necessary for traditional reading methods. Not all dyslexics have auditory discrimination problems and symptoms can vary from mild to extreme, but other signs can include, difficulty following a sequence of instructions, a weak auditory memory and weak comprehension of something just heard leading to the misunderstanding what others said.

Basically, they will pass a traditional hearing test but with auditory processing, their brain isn’t getting what the ears are hearing, but what it thinks they are hearing. Sounds familiar? It’s a form of disorientation. Instead of having confusion over letters, there is confusion with sounds. This confusion makes processing difficult, makes it hard to think while listening or phonetically decoding and leads to slowness in interacting things heard with things seen.

In addition, because the listening and balance systems are highly integrated, (they share the same vestibular-cochlear apparatus) those who struggle with APD often have difficulty with co-ordination. The vestibular system is a system of balance and motion located in the inner ear.

This part of the brain uses both sides of the body to support the child’s balance which allows one to know their place in space. Good balance helps one sit still, concentrate and control the eye movements necessary for reading, writing and coordination.

Auditory issues, like other learning and attention issues can affect a child’s everyday life. For example, does the child mishear sounds and words? Maybe you find the child is easily overwhelmed in noisy environments and copes better in quieter settings? Does your child have trouble with spelling or phonics? Maybe conversations or verbal directions are hard to follow? Separate testing from a typical hearing test is needed to confirm the suspicions.

Therapy and technological equipment is available, but I personally found the techniques behind the Davis Dyslexia Correction® Method very helpful. We had our son retested around 1 to 2 years following his program and he was in the “normal” range. This followed his mastering the sight words and daily implementation of the orientation exercises. I am not sure if I had APD, but I did have problems following lectures and remembering what was said without writing notes. Now, I frequently listen to podcasts and the odd auditory book while driving and seem to retain the important parts, and of course, I was able to do that following a Davis Dyslexia Correction ® Program.

The Davis Program tackles the cause of the learning struggles and gets to the root of the problem, allowing the participant to discover their confusions and correct them. With auditory processing, the orientation procedure combined with introducing symbols that are responsible for the challenges, has the ability to solve the problem. It has the potential, (depending upon the dedication to the follow up) to permit the client to re-enter the workplace or school free from technology, accommodations and coping strategies.

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Resilience - What’s Change Got to Do With It?

Resilience - What’s Change Got to Do With It?

Good mental health is often linked to being resilient.  Resiliency is the ability to bounce back from difficult life experiences or challenges, otherwise known as change. The idea of change is something that is often unwelcome by many experiencing dyslexia. Change simply means ‘something becoming something else’ and can be found in both the external and inner worlds. Knowing the difference is the key. Experts believe that resiliency is a taught skill requiring qualities such as confidence, competence, and control.

Some of these qualities can be absent in a dyslexic’s repertoire. The gift of altering your perceptions readily, without the ability to control when needed, undermines one’s confidence as mistakes are a common occurrence. Dyslexia isn’t just a reading problem; it can affect how we follow instructions and conversations and getting along with others. These misperceptions undermine our confidence and competence and without tools to control our imaginations, we can easily let our minds wander to a place filled with anxiety and /or depression. This can be even more magnified because we have that ability to experience our imagination as reality. Meanwhile this ability helps us in other areas such as creative endeavors or sports but is detrimental to bouncing back from unexpected changes.

Confusion is commonplace with a dyslexic person, so structure provides a sense of security or grounding. Changes in their orderliness of environment such as furniture rearrangement, moving households, scheduling changes, feeling rushed or any kind of loss or strife will further lower their threshold of confusion.  This is why parents often see emotional outbursts associated with change in their dyslexic child. Being able to “roll with the punches” is a great life skill and a Davis concept program tailored to this need can provide someone with tools to manage themselves while facing a change.

These concepts, often meaningless to a picture thinker, are necessary to acquire some of the ingredients for resiliency such as: viewing change as a challenge or opportunity, relying on past successes, seeing their choices, having patience, confidence, and competence. This helps one adapt to change and become more resilient.

In addition, the Davis Method offers tools to relax and control the perceptual abilities when needed.  In addition, we model the concepts of change, consequence, time, sequence and order, to place these abstract concepts into the real world. It goes beyond memorization or understanding.

Ron Davis’s book, The Gift of Dyslexia, says “When someone masters something, it becomes a part of that person. It becomes part of the individual’s thought and creative process. It adds the quality of its essence to all subsequent thought and creativity of the individual”.

For example, riding a bike involves more than understanding. It’s the experience of riding it that provides the mastery. The same principle applies to mastering these concepts. Mastery inputs the meaning in a concrete way and provides the experience to fall back upon. Repeated experiences using and applying these tools builds confidence to manage changes and increase resilience. Life is unpredictable and riding the wave makes those ups and downs more manageable.

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/

Comparing Keyboarding Skills and Cursive Writing

Comparing Keyboarding Skills and Cursive Writing

Few people still write with pen and paper, let alone in cursive script. Keyboarding has taken over this art form. However, researchers believe that cursive writing is important to cognitive development and the brain’s sensor motor region. There’s a substantial learning difference between handwriting cursive letters and typing or tracing those same letters. However, with the abundance of smartphones, laptops and tablets for reading and writing text…is writing cursive still important, or is it an outmoded learning tool? Should we focus on keyboarding skills and ignore teaching cursive writing?

Cursive writing trains the brain to integrate various forms of information at once, including visual and tactile inputs, while applying fine motor skills, according to Dr William Klemm, a neuroscience professor.  This provides similar benefits to the brain as learning to play a musical instrument.

While cursive writing involves introducing a new set of symbols, for some dyslexics, it is a faster way to write and the distinction of letters is more clear. It teaches organizational skills and assists children in composing their own thoughts and ideas.  Printing is more difficult due to the frequent stop and start motion when forming letters.

One researcher believes cursive writing improves reading and spelling abilities because it requires one to write from left to right so letters will join in proper sequence. This enhances spelling because of the connectivity of the letters, says Virginia Berlinger, researcher, writer and professor of Educational Psychology.  Additionally, the hand acquires knowledge of spelling patterns through movements that are used repeatedly in spelling -  a similar phenomenon that occurs when pianists or typists learn patterns of hand movements through continued repetition. Pictures of brain activity demonstrate that sequential finger movements used in cursive writing activate massive regions of the brain involved in thinking, language and working memory.  

Is learning cursive the right move for your picture thinking child, considering that two dimensional symbols are often their nightmare?  In my experience, some prefer it and eliminating it from a curriculum, eliminates options, especially if the Davis tools are being used at the same time.

It’s quite commonplace for clients to have difficulty with printing neatly. There are many reasons for this including intentional poor penmanship - a great way to hide poor spelling or hide uncertainty on punctuation, grammar or sentence structure. Intentional bad handwriting is not necessarily connected to disorientation.  It’s also worth noting that sometimes poor penmanship is the result of inadequate instruction to build the necessary skills. Originally, cursive writing was a class in itself, scheduled daily.

For those who just can't do it despite honest efforts, there is hope. As with all of the Davis programs providing orientation is the key to figuring out the cause of the problem. Once we experience the positive effects of being oriented, we also become aware of the experience of being disoriented. The disorientation experienced is a result of some sort of confusion resulting in an emotion.  When writing, there are stimuli that make the handwriting messy and these stimuli fall into two basic categories: line and shape triggers and motion triggers. I feel we are missing out in many ways by avoiding cursive writing, what do you think?

Sharon Roberts, Davis Facilitator, Ontario https://dyslexia.ca/