When we are able to predict what will happen in the future, we are able to plan and prepare for it.  This can help us feel more in control and less anxious.  However, when we are not able to predict what will happen, we may feel helpless and powerless.

One of the main reasons why people may not be able to predict the future is due to uncertainty.  If you are neurodivergent and you have missed key life concepts or lessons when you were young (due to being unfocused/disoriented/dreamy/inattentive) you might really struggle with prediction. That predictive ability and skill come into account daily in the choices we make.

Imagine your life without this ability, little decisions we make every day can affect how we feel throughout the day. Do I need a coat? If I go into that classroom what will happen to me? Is that person dangerous?  Why is there so much noise, will it ever stop? When will I eat again?

Learning Tools can help with prediction and thus anxiety.

In a number of the Davis Programs provided here at Learning Tools, we master the core concepts that are needed to predict.  The Davis Programs are brilliant in their simplicity and ability to get at the root cause of an issue.  The concept of consequence (something happening as a result of something else) is pivotal in one’s ability to predict.

Understanding the concept of consequence allows one to understand the potential outcomes of a particular action or decision. This understanding can then be used to make predictions about future events or situations, as one can anticipate how different actions or decisions may lead to different consequences.

For example, if a person knows that a particular decision is likely to lead to a negative effect, they can predict that this outcome will occur if that decision is made.  In this way, understanding the concept of consequence can help one make better predictions about future events, as it allows one to anticipate the potential outcome of different actions or decisions.

Consequence inherently contains the concepts of change, cause, effect, before and after; these concepts clarify the meaning of consequence.   These concepts are core to problem-solving and predicting.  The better you understand them, the easier it is to create the change (cause) that you want to take place (effect).

Predicting requires an educated guess of what will happen. Life experiences provide learning for us, but if the concept of consequence and all those it includes are not clear the learning hasn’t been able to provide an experience that can be decoded and remembered for the future.  People often feel they are victims and have no control.

Learning core developmental concepts gets at the root cause of many executive function activities and can address the issues of anxiety around confusion or not knowing how to predict.

The Davis Concepts for Life and Davis Autism Approach programs both go even further into root concepts providing 40 concepts that also look address motivation, responsibilities, and relationships.   If you want to learn more, I encourage you to give me a call or visit https://www.rdautismfoundation.org/.

The post The Power of Prediction in Relieveing Anxiety. appeared first on Learning Tools.

by Jenny Wise

According to Understood.org, one in five children has a learning disability, and if they don’t get the right support, they are three times as likely to drop out of high school and twice as likely to be jobless as adults than kids who don’t. These sobering statistics show that involving these children in engaging activities outside of schoolwork is essential for their intellectual and emotional development, and the answer may be the arts.

“Involving children with learning differences (at Learning Tools, we prefer difference to disability) in the arts can have several benefits, including improved motor skills, concentration and focus, creative expression, and self-esteem. Learning Tools outlines some arts to consider introducing to your child.

Music

For a child with learning disabilities, music works the areas of the brain that are tied to speech, reading, comprehension, problem-solving, focus, and more. Singing and playing an instrument have especially remarkable benefits for children with learning disabilities, but even the act of listening to music can have a wonderful impact.

Health benefits of singing
How to get child interested in playing a musical instrument
How to set up music room at home
If you have a music background and you’ve considered making some money on the side, consider using ZenBusiness to start your own business and teach other kids, perhaps specializing in instructing children with learning disabilities.

Photograph

It takes a steady hand, concentration, and focus to take a good photograph, not to mention the ability to compose a scene before you snap the shutter. Children with learning disabilities can learn photography to develop these same skills and so many more.

Benefits of photography for kids
It’s not all about camera phones; teach kids to use a DSLR camera
Photography-focused activities kids can do

Painting and Drawing

It doesn’t matter if the child uses colored pencils, markers, crayons, or watercolors; the act of moving something colorful across a blank canvas is a creative way to express emotions. At the same time, it can help a child develop patience, concentration, and problem-solving skills.

Different drawing styles kids can try
12 free online painting and drawing lessons for kids
Benefits of painting for children
Teach children about famous paintings

Regardless of the art form your child pursues, make sure there’s always some fun injected into it. Also be sure to help the child realize every day that the fun he or she is having will boost their focus, improve their schoolwork, and greatly enhance their self-confidence.

About the Author: Jenny Wise created Special Home Educator as a forum for sharing her adventures in homeschooling and connecting with other homeschooling families. She has been homeschooling her four children for many years now, including her youngest daughter Anna who is on the autism spectrum.

Learning Tools assists adults and children attain skills, confidence, and motivation needed to achieve their goals. Our programs are offered for learning and correcting multiple struggles of neurodivergent learners. Reach out to us today! 206-451-7102

Photo Credit: Pixabay.com

The post Involving Your Child with Learning Challenges in the Arts appeared first on Learning Tools.

Spring News Letter 2020.

The post Spring News 2020 appeared first on Learning Tools.

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. 

The post A Change! appeared first on Learning Tools.

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.

The post The Importance Of Focus appeared first on Learning Tools.

Teaching Multiplication Tables to Dyslexics

Rote memorization can be quite difficult for many dyslexics. Some schools use manipulatives when teaching multiplication, but require kids to move quickly to rote memorization for the times tables. Others use rhyming and clapping: a method, which asks a picture thinker to think with the sound of words, something that does not come naturally to them.

What picture thinkers (dyslexics) need is the ability to see the groups of numbers that they are quickly adding together (aka multiplying). Slow the process way down for them; it will take more time at first, but soon they will be able to see the patterns and understand multiplication, empowering them with math through the grades.

Here is an example: 4 X 6

A students ‘picture’ of 6 x 4! Learning his 6 math facts in the way that works for him!

Making groups out of manipulatives (I use colored rocks or “jewels” as I call them) provides the student a picture they created and can work with; also reinforcing the answer to the multiplication fact/groups which come before 4×6, i.e. 4×5, 4×4, 4×3, 4×2, 4×1.

The exercise should be done by the student when they are focused and can spend time playing with the manipulatives; arranging the items in a grouping that works for them and allowing them to visualize the multiplication process (adding of equal groups).  When they get the grouping the like (one that makes the most sense to them and they can quickly see)  then they need to take a mental picture of the group and label that as 4 x 6.   They can even say aloud to the group, you are 4 x 6 and when I see you I will know you equal 24.

I like to have my students show me how they visually see amounts (see photo below), then I tell them to keep that view of the number and use those visuals and grouping when they do are learning their times’ tables.  This way they can recreate the visual in their minds and actually count to get the correct answer if they can’t remember it.

A students visual of amounts.

A visual picture of numbers 5, 4, 3, and 2.

The post How to Teach Multiplication Tables to Dyslexic Kids appeared first on Learning Tools.