An intensive course for children and adults with auditory processing and other dyslexic “symptoms”
We acknowledge and value dyslexia as a talent and creative learning style
A dyslexic learning style uses the creative, imaginative right brain, and solves problems by thinking-in-pictures. These talents imply the person is left ear dominant, according to Dr Tomatis. Integration means both we need to consistently use both the right ear/left brain linear thinking and the left ear/right brain creative emotional side. The Tomatis Listening integration training among other attributes directly focuses on changing this balance thus reducing life time stress.
A main aim of the course is to:
Increase Self-Awareness and self esteem by awareness of the strength of these mental talents and learning styles.Once the learning style is understood from hands-on experience, other suitable study methods are introduced and rapid progress can be made.
Initial Assessment/ Consultation Meeting
The main aim is to make sure the learning facilitator and the student are compatible and can work together to achieve the goals set at this meeting. A positive attitude towards making change is important.
Part of this assessment is doing a ‘speed of processing’ test and the Tomatis Listening test which give technical data on the stress levels being endured and an understanding of how deep the phonics issues is. Should the stress be too high, we may suggest a preliminary listening program be done ahead of starting any intensive work.
By developing a summary of perceived strengths and weaknesses helps to find agreement on the main focus for the course. For example, reading, writing, controlling attention, etc.
My intention is to help the person become a self-directed learner; to independently solve their own problems. Essential qualities are motivation and a realistic attitude towards the issues facing the person.
Learning the Dyslexic Way – Course Details
The course is designed to suit the issues identified during the assessment/consultation. If the client is a child, we coach the parents to take on a supporting role to further develop their newly acquired tools to continue the work at home following the course. For adults we offer support and trouble shooting sessions following an intensive program.
Attitudes and Concepts explored:
- Creating balance between thinking in pictures, verbalizing and learning from experience
- Using whole picture concepts means imagination, creativity and problem solving are highly valued.
- Developing inner strengths to enhance learning
- Learning approaches to suit the individual’s learning style.
- By realizing their strengths, means students develop a renewed sense of self-esteem and confidence.
- Once study methods capitalizes on their talents, progress is very rapid.
Length of Course: 10-40 hours, depending on need
Timing: Range from intensive (5 days full time) to extended programs (weekly, monthly, over one year).
Age Range: Programs can be designed for children as young as 4 years old.
We use evidence -based, proven methods from dyslexia research and suggest a ‘literacy’ framework to understand the whole picture and to identify any knowledge gaps. Should there be knowledge gaps which are hampering progress , basic remedial work may be suggested on the fundamentals of the alphabet code, grammar, and mathematical concepts.
Holistic methods: Sound, Tactile, and Visual
We use holistic methods associated with sensory perception. We link them to auditory ways of repairing phonics; kinesthetic learning through movement exercises, and importantly, the visualizing processes, which are often the strongest mode of perception and learning.
We start with an individualized program, aimed to develop rapport, trust, resilience, and to enhance interpersonal communication skills. This naturally leads to helping the students recognize and control their mental states. Their original mental states may have led to distorted and confused perceptions of the alphabet code. This will lead on to words, numerals and other symbols incorrectly perceived.
Techniques to overcome common dyslexia issues
Mental and visualising techniques give the student experience of managing their stress by learning to ‘turn off’ any thought processes that cause confusion. Once the mind is restored to a relaxed and focused state, reading readiness and other studies can be achieved. When focused attention is learned, the student is ready to build the conceptual skills that allow them to overcome problems stemming from dyslexia.
Some of the training is based on sensory work for example using modelling clay to work with the alphabet code, grammar, and punctuation marks (Davis 2003). This work ensures an accurate perception of symbols and an understanding of their meaning. Mastering the clay process will help to make abstract words which ‘trigger’ inaccuracies in spelling or comprehension and bring meaning. Once words have been modeled, they will be perceived accurately. By mastering those symbols which normally trigger confusion and lead to mistakes,allows dyslexic students to learn to think with words and symbols, and improve comprehension – improve brain plasticity as both sides of the brain come into ‘sync’.