https://yorkregiondyslexia.ca/about daily 0.75 2025-05-15 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1609538723853-N4USRDBAFO1S3ICOCJ8G/file-A51B898F-0899-4B99-B22B-3395A0D59860.png About - The Director/Facilitator - Colleen Malone Tobias Keene, D.D.S. Hailing from Richmond, Virginia, Dr. Tobias Keene brings a bit of unabashed Southern hospitality to all his patients. He moved to Washington, D.C. over thirty years ago as a freshman at Ivy College. Right after graduation, he attended World University’s School of Dentistry. Before opening Keene Dental in 1994, he worked for free clinics and some of the finest practices in the District. He is part of the 123 Dental Association and stays up-to-date on the latest dental discoveries. When not striving to keep his patients happy and healthy, he’s enjoys hiking with his family in Rock Creek Park. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1618803004374-Q78TMX58QI9ABTZS2R7D/public.png About https://yorkregiondyslexia.ca/contact daily 0.75 2025-05-15 https://yorkregiondyslexia.ca/thinking-styles daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617239644209-J60QLHV2BLBDUT90VG85/public.jpeg Thinking Styles https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617245442919-PMU3PK5VR8KKIOXLTUI5/public.jpeg Thinking Styles https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617245243291-3DGQ7WCPYI2KTXJ4141Y/public.jpeg Thinking Styles https://yorkregiondyslexia.ca/the-big-picture daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1618798565016-0PGIXMYQ4M90R8F1KSK8/public.jpeg The Big Picture https://yorkregiondyslexia.ca/home daily 1.0 2025-05-15 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1611174095641-BFS4HR3BGB10Z2IEUQQI/file-3531CF74-0E9D-44DA-941F-3C80872FD568.jpeg Home - Why choose York Region Dyslexia? • Correction of the root of the problem, rather than the symptoms • A lifetime of correction • Drug-free solution • 97% success rate • Complimentary assessments • One-on-one (program is individualized for each client) • Support training for parents, teachers and/or tutors. • Unlimited phone support • A devoted, well-trained staff with firsthand experience dealing with dyslexia and ADD https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617156799165-KWW6B3M3Z5QKOWZ2F8AT/public.jpeg Home - What is the Davis™ Method? What is the Davis™ Method? The Davis™ approach is not based on tutoring or drill, but actually resolves the root causes of problems experienced by individuals with language-based learning difficulties. The Davis™ program is explained in detail in the book, The Gift of Dyslexia™ . https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1611174039258-1FP87PBCR8CT90NPD25F/file-CD2A5529-F87C-4D49-9B28-C1817615A192.jpeg Home - Why is dyslexia a gift? Dyslexic people are visual, multi-dimensional thinkers. They are intuitive and highly creative, and excel at hands-on learning. Because they think in pictures, it is sometimes hard for them to understand letters, numbers, symbols, and written words. They are able to learn to read, write and study efficiently when using methods geared to their unique learning style. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1609557414378-TJR73OSIRP5KSQNA7D56/file-5463F8BE-0153-4F15-9837-6AEEB392A29D.jpeg Home https://yorkregiondyslexia.ca/program-information daily 0.75 2025-05-13 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617039320544-LRYTEZAHAFM804YKY95G/public.jpeg Program Information https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1615572071532-J107MUYCNRSFB9J5QTIY/public.jpeg Program Information https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1615572803697-TIYCPUX0YCGA6URP1E81/public.jpeg Program Information https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1615572085011-W54V8J7U277691BVR08C/public.jpeg Program Information https://yorkregiondyslexia.ca/common-characteristics daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1618799092680-8796WZ6VQMV4CBKD9IAT/public.jpeg Common Characteristics - Common Characteristics 37 Common Characteristics of Dyslexia Most dyslexics will exhibit about 10 of the following traits and behaviors. 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. Labeled lazy, dumb, careless, immature, "not trying hard enough," or "behavior 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. Seems 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. Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering. Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing. Vision, Reading, and Spelling Complains of dizziness, headaches or stomach aches while reading. Confused by letters, numbers, words, sequences, or verbal explanations. 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 rereads with little comprehension. Spells phonetically and inconsistently. Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. 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. Can be ambidextrous, and often confuses left/right, over/under. Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness. Math and Time Management Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time. Can count, but has difficulty counting objects and dealing with money. Can do arithmetic, but fails word problems; cannot grasp algebra or higher math. Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper. 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). Behavior, 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 shoes). 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. © 1992 by Ronald D. Davis - used with permission If you or your child displays any of these common symptoms and you would like to confirm if it could be Dyslexia, click the link below: Davis® Dyslexia On-Line Assessment If you would like more information or are interested in pursuing the program and would like to set up an initial consultation, call (905)252-7426 or email readysetread@hotmail.com . https://yorkregiondyslexia.ca/Dyslexia-in-Classroom daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1611172473672-YW6FB0KTBPV65BWTFR42/file-6FA8769F-2AA0-4289-8168-2055F92269BF.jpeg Dyslexia in Classroom - Dyslexia in the Classroom A Dyslexic Child in the Classroom A Guide for Teachers and Parents © 2000, Patricia Hodge Dip.spld(dyslexia) Proficient reading is an essential tool for learning a large part of the subject matter taught at school. With an ever increasing emphasis on education and literacy, more and more children and adults are needing help in learning to read, spell, express their thoughts on paper and acquire adequate use of grammar. A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer a lot of anguish and trauma when they may feel mentally abused by their peers within the school environment, because they have a learning difficulty. Much can be done to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem. Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teacher's responsibility to provide an atmosphere conducive to learning for all pupils within their class. Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a child's behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value. Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher. Examples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for spelling. Often children with poor auditory short term memory cannot remember even a short list of instructions. The following items should provide useful guidelines for teachers and parents to follow and support : In the class: Of value to all children in the class is an outline of what is going to be taught in the lesson, ending the lesson with a resume of what has been taught. In this way information is more likely to go from short term memory to long term memory. When homework is set, it is important to check that the child correctly writes down exactly what is required. Try to ensure that the appropriate worksheets and books are with the child to take home. In the front of the pupils' homework book get them to write down the telephone numbers of a couple of friends. Then, if there is any doubt over homework, they can ring up and chec k, rather than worry or spend time doing the wrong work. Make sure that messages and day to day classroom activities are written down, and never sent verbally. i.e. music, P. E. swimming etc. Make a daily check list for the pupil to refer to each evening. Encourage a daily routine to help develop the child's own self-reliance and responsibilities. Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion. Break tasks down into small easily remembered pieces of information. If visual memory is poor, copying must be kept to a minimum. Notes or handouts are far more useful. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate. Copying from the blackboard: Use different colour chalks for each line if there is a lot of written information on the board, or underline every second line with a different coloured chalk. Ensure that the writing is well spaced. Leave the writing on the blackboard long enough to ensure the child doesn't rush, or that the work is not erased from the board before the child has finished copying. Reading: A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading. Don't ask pupils to read a book at a level beyond their current skills, this will instantly demotivate them. Motivation is far better when demands are not too high, and the child can actually enjoy the book. If he has to labour over every word he will forget the meaning of what he is reading. Save the dyslexic child the ordeal of having to 'read aloud in class'. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before. This will help ensure that the child is seen to be able to read out loud, along with other children Real books should also be available for paired reading with an adult, which will often generate enthusiasm for books. Story tapes can be of great benefit for the enjoyment and enhancement of vocabulary. No child should be denied the pleasure of gaining access to the meaning of print even if he cannot decode it fully. Remember reading should be fun. Spelling: Many of the normal classroom techniques used to teach spellings do not help the dyslexic child. All pupils in the class can benefit from structured and systematic exposure to rules and patterns that underpin a language. Spelling rules can be given to the whole class. Words for class spelling tests are often topic based rather than grouped for structure. If there are one or two dyslexics in the class, a short list of structure-based words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week, eventually this should be seen to improve their free-writing skills. All children should be encouraged to proof read, which can be useful for initial correction of spellings. Dyslexics seem to be unable to correct their spellings spontaneously as they write, but they can be trained to look out for errors that are particular to them. Remember, poor spelling is not an indication of low intelligence. Maths: Maths has its own language, and this can be the root of many problems. Whilst some dyslexic students are good at maths, it has been estimated that around 90% of dyslexic children have problems in at least some areas of maths. General mathematical terminology words need to be clearly understood before they can be used in calculations, e.g. add, plus, sum of, increase and total, all describe a single mathematical process. Other related difficulties could be with visual/perceptual skills, directional confusion, sequencing, word skills and memory. Dyslexic students may have special difficulties with aspects of maths that require many steps or place a heavy load on the short-term memory, e.g. long division or algebra. The value of learning the skills of estimation cannot be too strongly stressed for the dyslexic child. Use and encourage the use of estimation. The child should be taught to form the habit of checking his answers against the question when he has finished the calculation, i.e. is the answer possible, sensible or ludicrous? When using mental arithmetic allow the dyslexic child to jot down the key number and the appropriate mathematical sign from the question. Encourage pupils to verbalize and to talk their way through each step of the problem. Many children find this very helpful. Teach the pupil how to use the times table square and encourage him to say his workings out as he uses it. Encourage a dyslexic child to use a calculator. Make sure he fully understand how to use it. Ensure that he has been taught to estimate to check his calculations. This is a way of 'proof reading' what he does. Put key words on a card index system or on the inside cover of the pupils maths book so it can be used for reference and revision. Rehearse mathematical vocabulary constantly, using multi sensory/kinesthetic methods. Put the decimal point in red ink. It helps visual perception with the dyslexic child. Handwriting: Reasons for poor handwriting at any age can be poor motor control, tension, badly formed letters, speed etc. A cursive joined style is most helpful to children with dyslexic problems. Encourage the children to study their writing and be self-critical. Get them to decide for themselves where faults lie and what improvements can be made, so that no resentment is built up at yet another person complaining about their written work. Discuss the advantages of good handwriting and the goals to be achieved with the class. Analyze common faults in writing, by writing a few well chosen words on the board for class comment. Make sure a small reference chart is available to serve as a constant reminder for the cursive script in upper and lower case. If handwriting practice is needed it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling. Improvement in handwriting skills can improve self confidence, which in turn reflects favorably throughout a pupil's work. Marking of work: Credit for effort as well as achievement are both essential. This gives the pupil a better chance of getting a balanced mark. Creative writing should be marked on context. Spelling mistakes pinpointed should be those appropriate to the child's level of spelling. Marking should be done in pencil and have positive comments. Try not to use red pens to mark the dyslexic child's work. There's nothing more disheartening for the child than to have work returned covered in red ink, when they've inevitably tried harder than their peers to produce the work. Only ask a pupil to rewrite a piece of work that is going to be displayed. Rewriting pages for no reason at all is soul destroying as usually much effort will have already been put into the original piece of work. Homework: By the end of a school day a dyslexic child is generally more tired than his peers because everything requires more thought, tasks take longer and nothing comes easily. More errors are likely to be made. Only set homework that will be of real benefit to the child. In allocating homework and exercises that may be a little different or less demanding, it is important to use tact. Self-esteem is rapidly undermined if a teacher is underlining the differences between those with difficulties and their peers. However, it should also be remembered that far more effort may be needed for a dyslexic child to complete the assignment than for their peers. Set a limit on time spent on homework, as often a dyslexic child will take a lot longer to produce the same work that another child with good literacy skills may produce easily. Integration: A dyslexic child's ability to write down thoughts and ideas will be quite different from the level of information the child can give verbally. For successful integration, the pupil must be able to demonstrate to the teacher that he knows the information and where he is in each subject. Be prepared to accept verbal descriptions as an alternative to written descriptions if appropriate. Alternative ways of recording should be looked at, such as : The use of computers for word processing. Audio tapes for recording lessons that can then be written up at a later stage. Written record of the pupil's verbal account, or voice activated software can be used. More time should be allocated for completion of work because of the extra time a dyslexic child needs for reading, planning, rewriting and proofreading their work. For a dyslexic child the feeling of being 'different' can be acute when faced with the obvious and very important need of 'specialist' help for his literacy and possibly mathematical skills. Some specialist methods can be incorporated into the classroom so all children can benefit from them, thus reducing the feeling of 'difference'. Conclusion: In order to be able to teach, as far as possible, according to each child's educational needs, it is essential to see him or her as a whole person, complete with individual strengths and weaknesses. An understanding of the pupil's specific difficulties, and how they may affect the student's classroom performance, can enable the teacher to adopt teaching methods and strategies to help the dyslexic child to be successfully integrated into the classroom environment. Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to be identified. These are the children of our future and they have a right to help and support before they develop the dreadful sense of failure which is so insidious. Class teachers dealing with dyslexic children need to be flexible in their approach, so that they can, as far as possible, find a method that suits the pupil, rather than expecting that all pupils will learn in the same way. Above all, there must be an understanding from all who teach them, that they may have many talents and skills. Their abilities must not be measured purely on the basis of their difficulties in acquiring literacy skills. Dyslexic children, like all children, thrive on challenges and success. Hodge, P.L. (2000). A Dyslexic Child in the Classroom. Retrieved from Davis Dyslexia Association International. https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/ https://yorkregiondyslexia.ca/Adult-Characteristics daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1611172863591-CO4ZQIN5JX6R0W7HX1AI/file-992BB1AC-94DC-40F3-B470-D1DCF6A457B9.jpeg Adult Characteristics - Adult Characteristics General Appears intelligent, but has difficulty with written symbols (reading, writing or math). Described as being lazy, careless, immature or as an "over-achiever." Low self-esteem, fights depression, self-conscious or hides and covers up weaknesses. Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, computers or engineering. Learns best through hands-on experience, demonstrations, experimentation, observation and visual aids. (May struggle with lectures) Confused by verbal or written instructions. Remembers struggling in school or may have children who are struggling in school. Work related Employed in areas that emphasize use of visual imagery. (Entrepreneurs, engineers, tradesmen, artists, executives, ITs, salesmen or athletes.) Difficulty focussing on the task at hand: may excel at multitasking. Has difficulty with or is stressed by organizing meetings or events. Inability to follow-through, finish tasks or consistently hold a job. Unable to advance in the workplace due to a fear of, or inability to complete written exams. Vision and reading Experiences headaches, stomach aches or stress while reading. Confused by letters, numbers, words or sequences. Unaware that reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words. Proof-reading is ineffective. Extremely keen sighted, observant, or lacks depth perception or peripheral vision. Avoids reading aloud; finds silent reading easier. Needs to reread information several times in order to comprehend. Gets tired or bored easily from reading. Writing and spelling Difficulty filling out forms. Trouble with writing or copying, pencil grip is unusual, hand cramps up, handwriting varies or is illegible. Poor spelling; relies on "spell-check" before sending emails, memos or documents Uses only capitals letters or mixes upper case and lower case when writing; combines cursive and print; frequently abbreviates words. May alter word choice when writing - to avoid spelling mistakes. Hearing and speech Appears to hear things not said or apparent to others; argues frequently; often accused of "not listening." Difficulty putting thoughts into words, stutters under stress, mispronounces long words, or transposes phrases, words and syllables when speaking. Easily distracted or frustrated by sounds when trying to focus. https://yorkregiondyslexia.ca/Famous-Dyslexics daily 0.75 2021-04-19 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617242737327-Y79OCTQR8JS2QGL66YPU/public.jpeg Famous Dyslexics - "At dyslexia's root is a natural ability, a talent. Dyslexia is not a complexity. It is a compound of simple factors which can be dealt with step-by-step." — Ronald D. Davis https://yorkregiondyslexia.ca/Why-is-Dyslexia-a-Gift daily 0.75 2025-05-05 https://yorkregiondyslexia.ca/underconstuction daily 0.75 2025-05-14 https://yorkregiondyslexia.ca/faq daily 0.75 2021-04-01 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617238351393-9W3BBYLAG8S8TAU1W8SA/public.jpeg FAQ https://yorkregiondyslexia.ca/research daily 0.75 2025-05-15 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617238780314-6TNWDEZ2Z8QPF70EYOMP/public.jpeg Research - Brain Scans Show Dyslexics Read Better with Alternative Strategies Scientists studying the brain have found that dyslexic adults who become capable readers use different neural pathways than nondyslexics. This research shows that there are at least two independent systems for reading: one that is typical for the majority of readers, and another that is more effective for the dyslexic thinker https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617063716696-1A62EFFVI8C05UDV8ID4/public.jpeg Research - The Evidence Base of Davis Methods The Davis Dyslexia Correction program was developed through extensive clinical research in the early 1980’s, under the direction of Ronald Davis and with participation and input of educators, psychologists, and neurologists. The program is now offered in multiple languages in dozens of countries around the world, and tens of thousands of children and adults have successfully completed the basic 5-day facilitated program. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1617063628624-SCBARV6KCDG0UM11K5AF/public.jpeg Research - Davis Program Average Reading Gains Davis Facilitators Lawrence and Stacey Smith have assembled data showing reading level gains for more than 360 clients who completed the Davis Dyslexia Correction® program at their center, Rocky Point Academy, in Calgary, Canada. The reading level at the beginning and end of the basic five-day program was measured using the Ekwall-Shanker Reading Inventory during oral and silent passage reading. https://yorkregiondyslexia.ca/resources daily 0.75 2025-05-15 https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1614056794549-FR3VXDZ1HDID3MCZSBRL/public.jpeg Resources - The Gift Of Dyslexia By Ronald D. Davis This book outlines a unique and revolutionary program with a phenomenally high success rate in helping dyslexics learn to read and to overcome other difficulties associated with it. This new edition is expanded to include new teaching techniques and revised throughout with up-to-date information on research, studies, and contacts. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1614057433592-NNN3U94MSHBI1UOJEIUY/public.jpeg Resources - The Gift of Learning By Ron D. Davis Using the proven methods he developed to overcome dyslexia, Ron Davis adapts those techniques to help sufferers triumph over a variety of common learning disabilities, including: •Attention Deficit Disorder (ADD) •ADHD (the hyperactive variety) •Math deficiency (dyscalculia and acalculia) •Handwriting problems (dysgraphia and agraphia) Outlining clear instructions, the author demonstrates that through a series of mental and physical exercises called "Orientation Counseling" and learning tools called "Symbol Mastery," those struggling with these conditions can now learn how to correct them, embrace their gift, and enjoy learning. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1614057968666-G8DMFEUK1U2SGH4P1WOJ/public.jpeg Resources - When your child has…Dyslexia By Abigail Marshall This pocket book provides a handy resource for parents and teachers alike. The compact format makes it easy to bring to an IEP meeting or parent teacher conference. Topics covered include: • Understanding Dyslexia • Getting a Diagnosis • Getting Help at School • The IEP Process • Reading Programs • Specialized Therapies • Strategies to Help at Home • Homework & School Accommodations • School Choices from Kindergarten through College https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1614059549286-9BCKOXA4LBXC2G3HN036/public.jpeg Resources - Smart But Stuck Learn how smart people with learning gaps struggle, survive, and achieve. Smart But Stuck, Third Edition, is an updated look at how smart people with learning gaps can not only overcome them, but become successful in learning and in life. This new edition of this classic explores the emotional aspects of learning disabilities and imprisoned intelligence, showing how and why smart people with learning disabilities are resilient in getting help in order to struggle, survive, and achieve. The book also includes new material on the relationship between learning disabilities, neuroscience, and the neurophysiology of the human brain. This unique and compelling new version takes into account that the reader may have a learning disability, so it's easy to read and understand. Topics build on each other so the reader's knowledge becomes cumulative without dramatic effect and so emotional, biological, and social issues are easily integrated as the reader learns to turn a learning disability into an advantage. Smart But Stuck, Third Edition examines: * imprisoned intelligence and resilience: how does it happen? * shame and resilience * discovery and diagnosis * learning to live with the diagnosis * resilience and fulfilling potential * neurocognitive foundations of learning disorders * self-psychology and imprisoned intelligence * psychotherapy * and much more. Smart But Stuck, Third Edition, is a must-read for people with learning disabilities and their families, psychotherapists, social workers, educators, parents, vocational counselors, and college counselors. https://images.squarespace-cdn.com/content/v1/5fef9585fbf14e2399f373c1/1614059855496-MHTDR486Z0AJBEJ7F3A7/public.jpeg Resources - Attention Deficit Disorder A new edition of an influential study of Attention Disorder, which argues that the condition is rooted in human evolution, includes new supporting evidence and reflects new advances in non-drug treatments. https://yorkregiondyslexia.ca/testimonials daily 0.75 2025-05-15