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Dyslexia, rather than a disability, is an expression of Neurodiversity, reflecting a diverse set of abilities, learning and thinking processes.
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Most learning difficulties arise because there is a discrepancy between how a person is taught and how they process information and therefore learn.
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Dyslexia tends to involve more visual, big-picture and creative thinking and therefore requires a teaching approach that reflects this.
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Mental imagery is a key skill for spelling and reading and it CAN be taught to those who are not using it effectively.
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Neuroplasticity means that new neural pathways can be created for learning. Developments in neuroscience have shown that the brain can change itself. Studies show brain activity in people with dyslexia changes after they get the right kind of help.
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Is to spread the word about the importance of well-developed mental imagery skills in the learning process.
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To encourage the widespread adoption of The Jumpstarting™ Process as part of mainstream teaching methodologies, so those with dyslexia can learn to read and spell effectively AND maintain and nurture their unique strengths and talents.
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In time, the term dyslexia will no longer have the same connotations of a disability or a neurological disorder, but be seen as an expression of neurodiversity.
[/vc_column_text][/vc_column][vc_column width=”1/3″][vc_single_image image=”531″ img_size=”350 x 200″ alignment=”center” style=”vc_box_shadow_3d”][vc_custom_heading text=”How does dyslexia impact you?” font_container=”tag:h2|text_align:center” use_theme_fonts=”yes”][vc_btn title=”Parents’ Page” color=”warning” size=”lg” align=”center” css_animation=”bounceInRight” button_block=”true” link=”url:https%3A%2F%2Fwww.jumpstartinglearningskills.com%2Fparents%2F|||”][vc_btn title=”Teachers’ Page” color=”primary” size=”lg” align=”center” css_animation=”bounceInRight” button_block=”true” link=”url:https%3A%2F%2Fwww.jumpstartinglearningskills.com%2Fprogrammes-for-schools%2F|||”][vc_single_image image=”840″ img_size=”350 x 350″ alignment=”center” style=”vc_box_shadow_3d” onclick=”custom_link” img_link_target=”_blank” link=”https://jumpstarting-learning-skills.thinkific.com/collections” bb_tab_container=””][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_custom_heading text=”The Deficit Model: Weaknesses and Diagnosis” font_container=”tag:h2|font_size:25|text_align:left” use_theme_fonts=”yes”][vc_column_text]
For many years, the education system has tended to medicalise learning difficulties, explaining that they are neurological conditions that require specialist help. The language used tells the story: deficit, disorder, disability, impairment, symptoms, handicap, etc.
As a consequence, the traditional focus has tended to be on what a student can’t do; their weaknesses and deficits. Although there is often mention of those with dyslexia having higher than average IQ, being hugely creative and often having an outstanding ability in another area, the focus tends to return to their weaknesses.
The focus has been predominantly on ‘phonological deficit’ – a struggle with the identification of individual sounds and therefore the segmenting and blending of phonemes within a word. This deficit and interventions involve additional phonics instruction in an attempt to overcome this weakness.
From experience we feel that if a child struggles to grasp reading and spelling early on with a phonics based programme, having a more visual based method provides an additional way of helping them succeed.
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We see dyslexia not as a ‘disability’ but as an expression of neurodiversity.
We reject the notion that somewhere, there is a perfect, ‘normal’ brain against which we all can be compared and measured. We reject the idea that if our current teaching methods don’t work, then there must be something wrong with the learner! We are suggesting that many of the learning challenges associated with dyslexia can be seen as a mismatch between information processing styles and teaching methods.
Research has shown that for most people with dyslexia, information is processed in a more global and ‘big picture’ way and that the visuospatial area of the brain can be more active than the verbal/logical area.
We play to these strengths, using the visual system as the main route for processing information and as a doorway to connect with the other senses and systems necessary for the complex tasks of reading and spelling.
We believe that by incorporating The Jumpstarting™ Process into mainstream teaching, we will be able to reach the majority of the 10-20% of students who are currently failing to achieve expected levels in reading and spelling.
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Current Reading and Spelling Teaching Methods (UK and Ireland)
Despite the very strong evidence in support of the effectiveness of structured, synthetic phonics programmes, not everyone succeeds.
Although teachers strive to do their best, some children go through a very long and complex process before they can receive extra help. A survey in 2016 (Dyslexia Association Ireland) revealed that 97% of classroom teachers felt ill-equipped to deal with dyslexia in the classroom.
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Essentially it is a ‘wait to fail’ system, rather than giving students the help and support as soon as symptoms are spotted.
For these students, provided their symptoms are severe enough and they do qualify for specialist help, the most common interventions are still phonics based.
For many students though, their symptoms are not severe enough to receive support. These students fall through the gaps and they may continue to struggle throughout school and beyond into their adult lives.
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The Jumpstarting™ Process helps to address the underlying missing skill that prevents the student from succeeding in the first place, regardless of the materials and methodology being used.
To learn more about The Jumpstarting™ Process click here..
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This is great news for parents! The Jumpstarting™ Process is simple and straightforward and can be used effectively at home to support the work in school.
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In addition to improved academic performance, other benefits we see from using The Jumpstarting™ Process with students is the increase in their confidence and self-belief. They now know that they CAN learn, provided they use the right strategies that suit them!
We are convinced that, whilst this is not a ‘magic bullet’ to solve ALL learning issues, The Jumpstarting™ Process could help the vast majority of students with dyslexia or dyslexic symptoms, to become successful readers and spellers in line with their peers.
You can read more about what both parents and schools said after using The Jumpstarting™ Process on the Testimonials pages.
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