The Jumpstarting™System

Educators

Adding to Your Teaching ‘Toolbox’

Dyslexia in the Classroom

Do you have bright students who are struggling with reading and spelling despite good quality, systematic phonics programmes, excellent teaching and hard work on all fronts? We know how concerned teachers are when they can’t meet the needs of children. We know how frustrated you must be at the lack of any alternative solutions.

Around 10% to 20% of the population have dyslexia so that figure will be replicated in the classroom. These students all require various types of support to access the curriculum and we know there is little training for teachers in this area. Resources are spread thinly and even if a student does get extra help, that support is normally in the form of extra phonics instruction – the very system that has failed the student – in some cases for several years!

This is where the Jumpstarting™ System comes in!

Imagine having a set of tools that can truly help those struggling students get off the starting block so that they can begin to catch up and start achieving the academic progress that matches their intelligence.

The best feeling a teacher can have in the classroom is to see those light bulb moments for their students, when something ‘clicks’ and they just get it! The Jumpstarting™ System helps you create many more of those moments for your students.  

Dyslexia and Synthetic Phonics  

We know that those with dyslexia find reading and spelling hard to master through phonics. This is due to two main neurological differences:

  • A ‘phonological deficit’ – difficulties processing sounds such as phonemes, which manifests as a challenge in segmenting and blending.
  • Underdeveloped mental imagery skills necessary for rapid automatic naming of words when reading and effective recalling of the orthographic representation of words.  
  • A preference for big picture, visual spatial learning over the more detail orientated auditory processing required for phonics.  

 

We here at Jumpstarting™ Learning Skills have designed a unique visual system that offers a new way to master vital basic word and number skills. One that will not only compliment your current phonics programs but will provide the missing link to enable children to access your phonics program.

Adding to Your Tool-Box

The Jumpstarting™ System is based on a more visual approach that shows students how to develop and control their use of mental imagery for words.  In addition to teaching mental imagery skills, the system incorporates how to:

  • Help your students access an effective learning state easily and very quickly.
  • Explore students’ inner mental processes so that they can gain an understanding of their individual learning strategies. Students develop their meta-cognisance through identifying their strengths and discovering how to adjust any ineffective strategies in order to become more successful learners.

The Jumpstarting™ System is designed to be used along with your normal phonics programme. Our model session plans offer ideas on how to use the Jumpstarting™ System both as an intervention strategy and also in the mainstream classroom, particularly for Reception and Early Years classes

Dyslexia: Jumpstarting™ Word and Number Skills Course for Educators

The Jumpstarting™ System comprises visual processes that provide a different approach to that of phonics-based programmes.
We know that many children with dyslexia have visual strengths and other talents yet struggle with basic skills.

What you will learn with The Jumpstarting™ Word & Number Skills Course for Educators

By the end of this very practical programme you will learn about:

  • The nature and symptoms of dyslexia and dyscalculia.
  • The neuroscience behind how we learn to read and spell and what happens for children with dyslexia.
  • Why a synthetic phonics programme simply does not suit some brains!
  • Why some students struggle with handwriting and how to help them improve.
  • A strengths-based coaching approach to cater for neurodiversity in the classroom.
  • Processes for creating a calm and effective learning environment.
  • Ways to coach struggling students to use their mental imagery more effectively for successful learning.
    And you will have the opportunity to share and discuss experiences with other professionals through our online Facebook community.

So who is this for? Well, this is for:

SEN teachers working in Learning Support with students who have been diagnosed with dyslexia, ADHD, dyscalculia we will talk about how this process can be used for all academic skills, even hearing loss or impairment……

  • School leaders who have recognised that synthetic phonics isn’t working for all students and wish to find a process that can be added to the current literacy programmes…
  • Educational Psychologists who are looking for an additional process to recommend once a student has been assessed.
  • We have seen hundreds of students rapidly improve their word skills AND as a result seen dramatic increases in self-confidence.

Sign up now and start using this system today!

“For children with dyslexia, spelling can be a struggle and affect self-esteem. Approached in the right way, it is possible to tap into their visual imagery to make this task enjoyable and enrich their learning.” Head Teacher

Loxwood Primary School

Face-to-Face Training Courses

Jumpstarting™ Literacy and Numeracy:

Dyslexia and Dyscalculia Courses

This is an open course for Educators, which runs at St. Joseph’s National School, Rathwire, Co. Westmeath.

The course includes: 

  • 2 days live training (delivered two weeks apart).
  • Access to The Jumpstarting™ Word and Number Skills Online Course for Educators. (Value €297 per person)
  • In-class demonstrations of The Jumpstarting™ processes for spelling and learning multiplication facts.
  • Course materials, lunch and refreshments.

Contact Sara Haboubi on +353 (0) 860775452 or email sara@jumpstartinglearningskill.com to book.

What You Will Get from the Course:

Knowledge and tools to help students who are experiencing learning difficulties develop their mental imagery skills and become successful learners.

Who Should Do the Course?

  • Primary Principals and Deputy Principals.
  • Primary teachers, particularly those in Junior and Senior Infants.
  • Primary and Secondary phases: SEN and Learning Support Staff.
  • Tutors and educationalists with an interest in helping children and adults with dyslexia.

New Techniques at

St. Joseph's National School

St. Joseph’s Primary School in Rathwire, Co Westmeath was one of three schools that participated in a pilot project that ran from October 2013 to June 2014, with amazing results. Within a few short weeks, staff from St. Joseph’s reported sharp rises in weekly spelling tests (English and Irish!) and maths tests. There have been phenomenal results in long term spelling achievement. In fact, the system has now become an intrinsic part of one of the school’s whole teaching approach resulting in improved learning outcomes, a calmer environment and happier pupils and staff.

I have found that grounding works very well for all children. It is particularly useful when starting off work in the morning and after break times when the children can be a little giddy or unsettled after break times. The children themselves have commented on how calm the classroom is after we use it. I have also started to let the children talk us through the grounding.

Going to swimming lesson one of our Junior infants was worried that she would sink to the bottom when she was swimming as she knew she would be swimming without her armbands that day. She said to her Mum, I know I’ll do my grounding and I’ll blow out my worries about sinking to the bottom!!

I have used visualising for spellings, maths, geography, (learning counties). I have one child who would have dyslexic tendencies and has difficulty with spelling, it has done wonders for her.

It makes remembering spelling easier for her. Another child in fifth class who is very bright all round but can have difficulty with spelling has really taken to it. Her mums comment to me was… “This visualising is amazing, she can even spell the words backwards now”

Michelle uses grounding and visualising in the Junior room. She’s using it for spellings and maths tables and has found it very helpful for both. One senior infant has difficulty with phonics, he knows all his individual sounds but cannot blend his words. He is finding it easier to learn his words by visualising.

We have a child with Down Syndrome in the second class. His first time writing any word from memory was since we started using visualising with him.

We are delighted that we did the Jumpstarting course and can already see the benefits it has for the children’s learning.

Aideen O Mahoney

Principal Clohanes NS, Co Clare

“The impact of this is going to be huge”. Gemma Sloane

Deputy Head, Wokingham

“Lots of opportunities for questions and discussions, great book, clear explanations. I found the
information about the brain very interesting and useful”. Roz Parkes

Primary School Teacher, Surrey

Get in touch with the 

Jumpstarting™ Team here.

Any more questions please do not hesitate to get in touch here.