What does learning need?
It's more than just opportunity and well designed learning experiences.
Each part of our brain has a very specific function. For a person to be able to read, for example, the areas of the brain that identify and remember what a letter and whole word look like (visual memory), have the ability to hear and blend sounds into words ( c + a + t = cat) (phonological awareness), have a lexical memory (vocabulary) that is able to remember each word, have the ability to control the movement of the eyes so they move across the page smoothly (fine muscle control), feeding the view of the letters and or words into the brain in the correct order, the ability to understand what it is the words mean (comprehension), and the ability to put concepts together to make meaning. If just one of these areas is not working so well then reading becomes very difficult or next to impossible.
5 -15% of the population, have this problem - that's 2 - 3 children in every class of 20. This could mean that they are unable to remember instructions, understand words that are used, control their pencil when writing or recognise the symbols or words that they knew yesterday. At school, children are confused and unhappy because they try but cannot succeed or understand what the teacher wants them to do. Unfortunately they can get labelled as being lazy, not trying, or inattentive.
This may result in the diagnosis of a learning or attentional disorder such as dyslexia, ADD, dysgraphia, poor executive functioning, poor memory, acalculia or auditory processing disorder.
If they are labelled as having a learning problem the usual interventions only teach the child how to manage or compensate for their learning problem - they do not address the underlying cause of it.
Adolescence is a time when many students with learning disorders really suffer. They know they are not keeping up with their peers. Some cope emotionally with struggling at the bottom of the class, but many don't. They deserve to have the opportunity to reach their potential.
Adults might be smart but feel they have never done as well as they should have. They might be stuck in a meaningless job, or running their own business but struggling with the paperwork. They might be exhausted every night after their efforts to do what should be easy.
Research shows that there is a much higher rate of anxiety in people with learning disorders than in the general population. They tend to have less stable incomes and less fulfilling personal relationships. These are all reasons to consider the Arrowsmith Program for learning problems as soon as possible.
Each person's learning profile is unique and the Arrowsmith Program is also unique in that it assesses the strength of each cognitive area known to contribute to learning. An individualised, structured program that aims to strengthen the identified weaker cognitive processes is then created. Once these cognitive areas are exercised and strengthened the area can function as it is supposed to and the person can manage without the need for any compensations. The learning problem is resolved.
They can begin to dream realistically about what they want to achieve in their life. Isn't that what we all want for our loved ones?
If learning is a problem for you or someone you know:
Each part of our brain has a very specific function. For a person to be able to read, for example, the areas of the brain that identify and remember what a letter and whole word look like (visual memory), have the ability to hear and blend sounds into words ( c + a + t = cat) (phonological awareness), have a lexical memory (vocabulary) that is able to remember each word, have the ability to control the movement of the eyes so they move across the page smoothly (fine muscle control), feeding the view of the letters and or words into the brain in the correct order, the ability to understand what it is the words mean (comprehension), and the ability to put concepts together to make meaning. If just one of these areas is not working so well then reading becomes very difficult or next to impossible.
5 -15% of the population, have this problem - that's 2 - 3 children in every class of 20. This could mean that they are unable to remember instructions, understand words that are used, control their pencil when writing or recognise the symbols or words that they knew yesterday. At school, children are confused and unhappy because they try but cannot succeed or understand what the teacher wants them to do. Unfortunately they can get labelled as being lazy, not trying, or inattentive.
This may result in the diagnosis of a learning or attentional disorder such as dyslexia, ADD, dysgraphia, poor executive functioning, poor memory, acalculia or auditory processing disorder.
If they are labelled as having a learning problem the usual interventions only teach the child how to manage or compensate for their learning problem - they do not address the underlying cause of it.
Adolescence is a time when many students with learning disorders really suffer. They know they are not keeping up with their peers. Some cope emotionally with struggling at the bottom of the class, but many don't. They deserve to have the opportunity to reach their potential.
Adults might be smart but feel they have never done as well as they should have. They might be stuck in a meaningless job, or running their own business but struggling with the paperwork. They might be exhausted every night after their efforts to do what should be easy.
Research shows that there is a much higher rate of anxiety in people with learning disorders than in the general population. They tend to have less stable incomes and less fulfilling personal relationships. These are all reasons to consider the Arrowsmith Program for learning problems as soon as possible.
Each person's learning profile is unique and the Arrowsmith Program is also unique in that it assesses the strength of each cognitive area known to contribute to learning. An individualised, structured program that aims to strengthen the identified weaker cognitive processes is then created. Once these cognitive areas are exercised and strengthened the area can function as it is supposed to and the person can manage without the need for any compensations. The learning problem is resolved.
They can begin to dream realistically about what they want to achieve in their life. Isn't that what we all want for our loved ones?
If learning is a problem for you or someone you know:
- Call Joanne on 04 100 451 34
- Contact us
- or connect on Facebook
