CHASING IDEAL EDUCATION:

Series 7 - Episode 3:Arrowsmith Schools

by Sharon Roberts

She reversed b and d, q, and p, read “was “as “saw’ and also read and wrote from right to left. She was unable to understand cause and effect and did odd things socially because she couldn’t connect behavior with its consequences. She could memorize math procedures but couldn’t understand math concepts. Any of this sound familiar?

This is a small bio written by Norman Doidge, MD in his book “The Brain that Changes Itself.” The little girl described was Barbara Arrowsmith Young, Founder of Arrowsmith School, a private facility that emphasizes the belief that the brain can change itself if given the proper exercises. This theory was based upon Barbara’s own experience in conquering her learning disabilities and her discovery of research suggesting the possibility of improving brain function through specific stimulation in animals.

This led to the creation of the first exercise designed to improve the learning in logical reasoning. The results were positive with gains in verbal reasoning, mathematical reasoning and conceptual understanding. Now Arrowsmith School, currently identifies 19 cognitive areas and has programs designed to strengthen the functioning of each of these. The program originated in Toronto in 1978 and today is implemented in over 90 educational organizations in 12 countries.

It can be provided full or part time, in person or on-line for ages 6-90. Each program is tailored to meet the needs of the student as determined by a cognitive assessment. The cognitive training exercise is a non-pharmacological approach that involve a series of regular mental activities designed to maintain or increase a person’s cognitive abilities. Some include multisensory learning with tactile and kinesthetic activities.

One exercise referred to as Motor symbol sequencing uses pen-and-paper and involves tracing while covering the left eye. It’s intended to improve tracking and binocular vision. Other exercises that are used are symbol relations, a computer exercise that involves reading analog clocks with multiple hands, computer exercises to assist in a number of areas e.g. reasoning, math, reading, speaking, auditory, writing and working memory, pen and paper exercises to improve motor skills and speech exercises.  Exercises used are based upon individual assessment findings. Within these exercises many problems are addressed including memory, executive functioning, processing speed, mental health, communication, student engagement, cognitive enhancement, reasoning and critical thinking and employability.

The annual tuition fee for the current school year is $26,500 ($25,500 for returning students) and includes all program and academic fees and materials for the full school year. The curriculum is set at their present abilities and are frequently monitored for progression. The Arrowsmith Full-Time Program involves participants working anywhere from a half to full day (four to eight 30-to-40-minute cognitive periods) five days per week on a series of specific cognitive programs designed to enhance each individual’s cognitive profile.

Research on the Full-Time Arrowsmith Program outcomes has demonstrated significant positive changes in neural networks in the brain, cognitive functioning, acquisition of academic skill, emotional intelligence and well-being. This was supported by brain imaging and peer reviews. Despite the positive outcomes, the program has faced criticism for its lack of strong scientific evidence, high cost and “oversimplification” of neuroscientific concepts. In all fairness, traditional methods used to enhance learning is based upon experienced observation. A double-blind scientific study would be difficult if not impossible.

A variety of part time programs are available including a program running through summer months. Programs can be offered in person or online. The program is designed to benefit individuals from ages 6 to 90+, encompassing children, young adults, professionals, and seniors. The school’s objective is for students to become independent, confident, and self-directed learners who are equipped to achieve academic, career and life success. The program allows people to perform tasks rather than use accommodations to complete tasks. “Our approach is not to lower expectations but to strengthen our students’ ability to achieve them.”  They are looking at keeping students long enough till they can navigate life with greater confidence and independence.

Davis Method vs Arrowsmith Similarities:

• Both believe in the neuroplasticity of brain.

• Both believe that the disability side of learning can be overcome.

• Both in theory want the client to be as free as possible from accommodations.

Differences:

• Davis requires some self awareness and motivation in programs (less in the Young Learners Programs).

• Davis offers methods for the Jr. Kindergarten up to Grade 3 to possibly prevent a disability from developing while Arrowsmith is designed for older children and up… no preventative program.

• Davis sees the disability side of dyslexia as the result of not being taught the way they learn. The cognitive assessments at Arrowsmith imply that there is a brain deficiency

• Davis programs are client led and on average done in a week with an average of 2 grades improvement in reading while Arrowsmith implies a longer improvement time.

• Davis depends upon client completing follow up work which generally involves parental guidance whereas Arrowsmith has more control over outcomes. The cognitive exercises are done with them.

Sharon Roberts is a Davis Dyslexia Facilitator based in Ontario. https://dyslexia.ca/

Dyslexia: 37 Common Characteristics

Most dyslexics will exhibit about 10 of the following traits and behaviours. 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.

• Labelled lazy, dumb, careless, immature, “not trying hard enough,” or “behaviour 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.

• Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.

• Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building or engineering.

• Seem 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.

Vision, Reading and Spelling

• Complains of dizziness, headaches, or stomach aches while reading.

• Confused by letters, numbers, words, sequences, or verbal explanations.

• Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words.

• 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 re-reads with little comprehension.

• Spells phonetically and inconsistently.

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.

• Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and /or gross motor skills and tasks; prone to motion-sickness;

• Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

• Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.

• Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper.

• Can count, but has difficulty counting objects and dealing with money.

• Can do arithmetic, but fails word problems, cannot grasp algebra or higher math.

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).

Behaviour, 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 shoelaces).

• 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.

From Ronald D Davis, ….. Ref