My domain name has changed from Learning Tools Dyslexia to Learning Tools For Life.

I made this change for a number of reasons:

• The first reason is that I’m adding on the Davis Autism Programs and a Parenting Skills program to my services.  The “For life” addition to Learning Tools is broader and encompasses the new programs instead of just being known for Dyslexia services.
• I also feel that once you learn the “tools” in all of the programs I offer, you or your child will use them in everyday life, all the time.. and I’m going to imagine I will keep using them my whole life. 
• Lastly, one of the Davis programs for autism is called “Concepts for Life” so the “for Life” just seemed like the perfect fit. 

My email has changed as well, I am now using info@learningtoolsforlife.com, so please update your contacts/address book as needed. 

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The definition of focus when used as a verb means to direct one’s attention or efforts.  

How do you feel when you are unable to focus?

Have you ever felt that you were:

• all “in your head” or so fuzzy and dizzy you just were not able to say what you wanted to say?
• or maybe you just want to concentrate and read the book that you had in front of you because you were exhausted from a busy day? But there’s so much going on that you couldn’t read, instead you heard the birds outside and then the train passed and then kids are playing and screaming and your dog got upset and started barking so there was just no way you could read?
• or how about you have an important paper to write and you know the information but you just couldn’t write what you wanted to write?

Each additional noise, or distraction increases the inability to focus and concentrate. Being able to focus is a skill; a skill that most of us take for granted.

Dyslexics have a low threshold for confusion, so they have a more difficult time focusing. To add to this low threshold of confusion thy have a unique ability of perception that allows them to see and experience things that aren’t common for those who use verbal conceptualization or “words” as their main means of thinking. A dyslexic’s perceptual ability actually creates what we call disorientation as in the senses are not aligned. When in disorientation, the ability to focus can feel unobtainable and usually takes removing oneself from the situation to refocus again.

For me, before I was given specific tools to get myself into a focused state, I needed to feel grounded and then I could focus, but without the feeling of being grounded, my ability to focus was severely handicapped. I would try to focus and remember my mind racing in class to find the words or answers I needed. I would make errors or be confused or was unsure of what I read and the harder I would try, the more frustrated and stupid I felt.

Without specific tools to get focused, one might have to get up and walk away from what they are doing, take a walk, try meditating, or listening to music.   It just depends on the person, but when they are a kid in school, they have to try to concentrate harder, which is exhausting and often doesn’t work. If they look out the window or start doodling on their page, they are given all sorts of labels, like lazy, unmotivated, or ADD/ADHD.

Not being able to focus means not being able to learn. So I believe good focusing tools are the key to success. The Davis® methods do a fabulous job of giving students a quick and easy way to focus. The intensive program is the perfect way to be in a safe place with a facilitator who is an expert on detecting disorientation. The facilitator can point out and help guide the student to times they need to use their focusing tool so they master their ability to focus quickly, easily, and at will.

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Getting Through to Your Dyslexic Athletes

My son is an athlete, and while over the years he has played every sport I can think of, his true love is Basketball. He loves the game and understands it quite well, but with each sport or team change there is a learning curve because of the way the coach explains plays and gives feedback. There have been some really difficult coaching transitions for him. From experience, the wrong coach can destroy a kids confidence and stifle a great player quite quickly. I have recently been thinking about this and ways to help out coaches.  Below are some helpful tips for coaches working with their athletes.

– Tips and Insights:

• The most important thing to remember is, Dyslexics are picture thinkers. They think in pictures, not words.  The clearer the picture, the better he/she will remember and understand what you have said.
• Orientation means physical position or direction of something. Knowing the orientation of something is important to build accurate pictures.   Dyslexics perceptive abilities include the ability to view things from many different angles and this can be a real gift for athletes during a game but it can mean that there orientation is not typical or in alignment to you, so words and directions from you as their coach on the sideline can be confusing.
  • Most words like forward, back, right, left, up, down all depend on orientation.   Make sure when you use these words the athlete know where the orientation is (e.g. is it “up” as in looking up at the hoop, or “up” closer to a player, or “up” the ​center of the court).
  • The best way to clear up orientation is day one of practice for the team. Hopefully for high school and college coaches this isn’t needed but I have learned different coaches use these words differently.
    • Some examples of this would be to clarify if when you say move up the court, this is what you mean, and show them.   OR maybe you want to say when I say pass left, I always mean for you to pass towards your left and then have them show you.
    • Some of the words might be used differently just in that instance, so in that case, say the object or person you want them to move up to.
  • When new plays are given, physically walk them out in practice with the whole team. This confirms everyone understands his or her placements not just the dyslexics you know about AND you can adjust as needed.
• When giving them instructions that you aren’t physically showing them, have them repeat back the picture in their mind as to what they have been asked to do.  ​
• Having plays printed out and given to each team member ahead of time can be helpful as they can study them.
• Some dyslexics have a difficult time looking straight at you when you are talking and actually listen better facing the court/pitch/field or maybe even down at the ground. It isn’t that they aren’t listening; it is just easier to not be disoriented by the expressions on your face and instead building the picture in their mind as to what they are being asked to do. So please don’t assume they aren’t listening to you or giving you the respect do to you.

This all might seem like extra work for you as a coach, but dyslexics have a gift of perception (a way of regarding, understanding, or interpreting/a mental impression) and they can add so much to a team.   The extra work can be well worth the pay off! It you would like a more in-depth training on dyslexia for you or fellow coaches and you are in the Seattle area; give me a call, I would be happy to present an informational session.

Game Play diagrams can be confusing for athletes with dyslexia.

There are lots of famous dyslexic athletes, Mohammad Ali, Greg Louganis, and Magic Johnson to name a few.

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