Most Educationists take the summer off. We use this time to refine and develop what we have learned in the last few Academic years. Like our students, we are always moving forward and learning. I will talk about this new Method in more detail over the coming weeks. But needless to say, I'm excited! I think the results we have had contradict everything that has been understood about empathy. In particular, I see this as a way for students to grow and develop their personalities without social anxieties and labels such as Asperger's Syndrome. I would predict that cases will never in future be given a diagnosis of Asperger's. I never set out to "fix" people. It has always been about creating the best versions of themselves but in recent years I have seen that our results mean that students no longer exhibit classically labeled conditions such as Dyslexia, Dyscalculia, ADHD, Asperger's Syndrome or a whole host of other challenges. They move beyond these labels and recognizable challenges.
Over the last few months I have been working hard to develop and refine methods to help with speech difficulties from the ages of 18 months upwards. It has become obvious to me that this is a difficulty that is far more widespread that recognized and leads to a whole array of challenges behaviorally. Without communication we can often exhibit anger issues, frustration, tantrums, lack of confidence and don't form proper social bonds within and outside of the family.
Education Experts Share 10 Tips for Dealing with a Difficult Child
On behalf of Rasmussen College
This is why when I now do Psychological Assessments of young children I am very focused on a fun enjoyable experience - a trauma free zone if you like.
I was 8 when I had my second Psychological Assessment and 16 when I had my third. I have lived with hereditary Profound Dyslexic Spectrum Disorder since birth and it still impacts of every aspect of my daily life - but I developed ways to cope.
I remember there were pages and pages of how I did not measure up to other children my age. There was never help given to my parents and I to assist me in working the way I needed to work. The only focus was on what I could not do.
Hence, this is why I started to develop my own methods of learning from 4. I was also acutely aware at 4 that I was completely incapable of doing what the School and Government Shrinks wanted me to so.
These days, I set children and families up for success no matter how “behind” the rest of the world perceives a child’s cognitive development and behaviors.
Every family I have dealt with personally, and that is thousands of people at this stage, are set up to succeed in the precise ways that their child is capable of learning and developing.
Personality is a massive factor in development. Some people are more independent that others. They may walk faster, they may be quieter. Some people are born chatterboxes and others do not speak until much later on. Some will not play by themselves others are loners. No one can be put on a scale and expected to fit.
Even children who have hearing impairments and a great big long list of conditions I deal with can develop better and learn faster with the right interventions. It does not matter what it is - no two children can rise to their challenges in the same ways.
How can a professional determine if a 4-year is up to task with cognitive development?
Most professionals rely on standardized test. Personally, I do a session with the child using my “toolbox.” This involves a whole series of games with everything from Playdoh to magnets. This allows me and my Team to test abilities across a whole spectrum without the child even being aware of it. All the testing is completed without the child feeling like they are being examined.
What if the 4-year old cannot do all the cognitive skills for his/her age?
Should a parent worry?
I do not deem tasks age appropriate. I strongly believe development is a little bit more complex and I think it is unfortunate that a lot of learning difficulties are determined on an age scale. This ends up making parents feel very bad about their child’s development. During my initial assessments, yes sure it is always very obvious to me what people cannot do, but it is equally obvious if they have fantastic visual pattern recognition or memory association skills. These can be used to develop the areas that are lacking. Just the same ways I achieved a First Class Honors Degree followed by a Doctorate when told as a teenager that University was “beyond my status.”
I think the system sets up parents to worry. But one of my key tasks in taking on any new case is to put everyone’s mind at ease and make everything doable. Families always walk out the door with a way, structure, plan an if necessary Team support to do everything.
How can a parent help a child develop these skills?
I set up programs for parents to use the everyday in their own home to help their children. I think one of the disadvantages of our technological world is that it is very removed from other people and parents. Yes, I do like to use some Apps but I like to develop skills using less remote games. Child cookery, for example, builds time management skills and the use of a radio in the background helps children filter information.
Dr. Naoisé O'Reilly Expression Developist™
This is why I keep our students doing a "play" program over the summer. There is no point undoing all the progress they have made in a few sort weeks of holidays!
In February 2009 I started a school, The Homework Club® as what I saw as my lab space in order to develop new teaching methods and understanding of learning. Since then through a number of projects these are the methods and theories that I have developed:
Purple Learning Project®: Understanding of setting up educational environments for all and working simultaneously with all learning styles, difficulties and conditions in the same room.
Purple Profiling™: Unique profiling methods to understand all learners and work effectively with them in the shortest time possible. Now expanded to all business employees and business situations. Focus is on success for each person.
Purple Development™: New development theory to understand patterns in education and to change the Educational Blueprint™. From this a new approach to education and a new focus on expression was developed, Expression Developist™.
The Periodic Table of the Development of Results™, Purple Success™: New unique method and theory to understand the individual elements to get successful results with all ages and individuals in the shortest time possible. Applied at all levels in education and all sized companies, situations and individuals globally.
Purple Processing Scales™: Understanding the individual learning styles and how they work in different situations. Which has lead on to a theory, The Pressure Cooker Effect™.
Purple Success Timescale™: Theory of the development moments in individuals from Child to Adult and their significance in dealing with situations. How Successful You Feel for Life™.
Diffuse Focus™: A new theory on the reasons behind ADD and ADHD. How to develop a new learning approach to accommodate these.
Forget Phonics Reading Method™: A new approach to teaching reading specifically for individuals with dyslexic spectrum reading difficulties. Typically a student can now learn to read and write in 4 weeks.
I have also put significant work in to developing specific programs to get successful results with students with Aspergers. I have developed a number of new programs for specific school issues such as the Primary to Secondary school Transition, Expression Club™ for dyslexic learners to keep them on top over summer months, Dyslexia organisation workshop, Maths Orientation studies for Dyscalculia, Supporting students at home with Aspergers through homework and a Purple Pre-School Success™ program to start dyslexic spectrum students ahead in reading and writing before school. I have currently been putting a lot of work into developing new theories for working with students with Auditory Processing Disorders and Dysgraphia.
Dr. Naoisé O'Reilly Expression Developist™
Many People did lousy in School & discovered years later they were Dyslexic. (Sound familiar?) Purple Pre-School Success® is a special Programme from Dr. Naoisé O’Reilly Ph.D. the World’s only Expression Developist®. Her educational results with Children & Adults plus Her own academic milestones despite Profound Dyslexia are documented across the Globe. Purple Pre-School Success® is aimed specifically at Parents who found School difficult themselves & have Hereditary Dyslexic Spectrum Conditions they have automatically passed onto their Children. If they found School difficult - their Children will too. Dr. Naoisé picks up the pieces for Children from age 3 NOW instead of being drafted in by Parents, Schools, Teachers & Medical / Psychological Professionals Worldwide when Children are 7 after problems were picked up on too late. Parents can do just 10 minutes a day with their Child of Dr. Naoisé’s Educational Programming Through Play & Children can start at the top in School instead of being way behind. Next step:http://www.confidenceclub.ie/book-appointments/