Dyslexia? – Davis Facilitators can Help
A Davis Programme can show you how to use your own natural dyslexic ability to overcome those problems that can come with it.
Dyslexia. Its nature and origins have always been a subject of intense controversy.
The “symptoms” of people with dyslexia can take a huge variety of different forms. Every person’s dyslexia appears to be unique, forming an intrinsic part of their personality and identity.
Traditionally dyslexia has been viewed as a disability and many remedial approaches focus on coping strategies involving drill and repetition. Davis facilitators understand the root cause of Dyslexia, Dyscalculia, ADD, Autism and other ‘Specific Learning Difficulties'(SpLD) and recognise that dyslexia is a form of intelligence – not a disability. Our approach treats dyslexic intelligence with respect and uses it to address learning problems.
Conventional methods are based on the idea that there is something wrong. That the student needs to learn how not to be dyslexic. Davis methods are based on the idea that there is something different and very creative in a dyslexic individual’s thinking style. During a Davis programme a facilitator will show the student how to use the medium of plasticine clay to master a greater understand of language concepts.
Since dyslexic students think in pictures, they have difficulty thinking with the sounds of word. It is thus difficult for them to try to read by breaking words down into component sounds.
Dyslexic students have a hard time remembering things that they do not fully understand. Repetition and drill are a waste of time for them and will only increase their frustration.
Instead it uses a visual, meaning based approach to reading, relying on full understanding rather than rote learning, leading to full retention. This allows individuals to take control of their own learning without needing to be dependent on any outside device, medication or supplement. Davis facilitators know that Dyslexia and other Specific Learning Difficulties (SpLD) are neither a disease nor psychiatric condition. There is nothing wrong with a dyslexic’s brain, it simply works differently.
Find out more about the Davis Programme here.
Ronald Davis, author of the internationally best-selling book The Gift of Dyslexia calls this chain the “anatomy of a learning disability”.
Effective approaches for dyslexic learners will work with their natural strengths and recognise the value of their thinking and learning styles. The Davis Approach recognises the dyslexic’s innate ability, puts him/her in control of it and shows how to use this control to eliminate the problems that come along with it, as this video explains:
The Davis methods were devised by a man who is dyslexic himself, to provide a powerful hands-on system of learning. They make use of a person’s natural dyslexic intelligence and thinking style as a learning tool. Our one-to-one intensive programmes enable children and adults to use their own natural ability to overcome difficulties with literacy, numeracy, hand-eye coordination, handwriting, attention, focus & energy control.
When the Davis Learning Strategies are used in the classroom, our approach successfully brings together learners of all different thinking styles. It is a learning experience which stimulates the academically able and protects the at-risk learner at the same time.
These methods have been used in the USA since the 1980s when Ronald Davis, himself severely dyslexic, began to discover ways to overcome his own difficulties. He founded the Reading Research Council, which created a five-day Davis Dyslexia Correction Programme to enable both adults and children to overcome their dyslexic problems.
In 1995 the Davis Dyslexia Association International was established, and the training of facilitators and delivery of the programme was standardised.
Since then, the programme has been expanded, with licensed facilitators worldwide delivering Davis Programmes in Germany, Switzerland, France, Iceland, Netherlands, UK, USA, Canada, Australia, New Zealand, Hong Kong, Dubai, Lebanon, India, Kenya and South Africa amongst the 44 countries where there are licensed Davis Facilitators.
The methods have been used in the UK since 1997 a growing number of qualified UK facilitators licensed by Davis Dyslexia Association International and adhering to the DDAI Standards of Practice.
Contact the facilitator nearest to you to find more information about the Davis methods.
Dyslexia is usually recognised because of the problems dyslexics experience. Society only tends to see the deficit side of dyslexia and it is a Gift that can come with a lot of baggage. It is not just about reading and writing difficulties. A dyslexic person might also have difficulties with focusing and attention skills, organisation, time, memory, handwriting, maths, physical coordination, auditory processing. All of these can have an adverse effect in the workplace or in education, as well as in the individual’s daily life.
However, that gift may equally lead to advantages such as global, very rapid almost intuitive thought processes. These often come up with innovative, ‘outside the box’ ideas, great creativity, sometimes better than average spatial awareness. Moreover the dyslexic individual has the ability to see what is in their mind as a reality and to include their imagination in their thought processes.
The Davis Dyslexia Correction Programme uses the dyslexic’s thinking style to deal with those negative issues that the individual wants to change; and is personalised to meet individual goals.
This programme approaches Specific Learning Difficulties (SpLD) in a different way to other methods. To find out how, read How Davis is Different.
Children, aged 7/8 and up, whose school performance does not reflect their capability. Symptoms most commonly seen are learning related and/or attention problems. While a Davis Young Learner’s programme can help children fro 5-8.
Teenagers who have continued falling behind in their schoolwork, and often show frustration and poor self-esteem as a result. Typically, their learning difficulty has gradually destroyed their enjoyment of reading and school in general and, very often, they show signs of social isolation or depressed behaviour.
Adults who have long experience of their learning and attention problems and realise they are functioning below their potential. Often they are frustrated with coping and are motivated by a desire to achieve more in their personal and professional lives.
Find out more about a typical dyslexia programme here