Tuesday, September 23, 2014

IDA Recognizes IMSLEC and NILD for Meeting Teacher Training Standards in Reading

When looking for a tutor for your son or daughter with learning difficulties, be sure to check that they are recognized by someone YOU recognize! I am very proud to say that NILD Canada meets the strict standards of the International Dyslexia Association ... if I can help you, please don't hesitate to contact me:


Following an independent program review, the International Dyslexia Association (IDA) 
recognized the International Multisensory Structured Language Education Council (IMSLEC) 
and the National Institute for Learning Development (NILD) for meeting IDA’s
Knowledge and Practice Standards for Teachers of Reading
IMSLEC and NILD join the nine university programs that were recognized by IDA last year (see list below).

International Multisensory Structured Language Education Council (IMSLEC) and the 
National Institute for Learning Development (NILD) for meeting IDA's Knowledge and Practice Standards for Teachers of Reading

IMSLEC and NILD join the nine university programs that were recognized by IDA last year.

Monday, September 22, 2014

could your child benefit from a psych-ed?

What Are Some Behavioral Signs Indicating A Child Might Benefit from A Psychoeducational Assessment?

  • Anxiety or school refusal: Children who face daily frustrations, struggles and embarrassment at school tend to worry excessively, and their difficulties often present themselves as anxiety-like symptoms. Children who are having trouble learning are often keenly aware that they are learning differently than their peers, and developmentally, they often haven’t developed coping skills or means to deal with the stress this causes.
  • Learned Helplessness or passivity with schoolwork: Students who experience consistent failure and difficulty despite continued effort, often give up and put limited effort into school work, as a protective mechanism for their self-esteem.
  • Misbehaviour: Children with learning difficulties often engage in disruptive behaviours, and can be aggressive at times to avoid the task at hand
  • Boredom:  Children who find some areas of school easy, may need enrichment.

Click here to read more from How's My Child's Brain Learning and Working by Sharon Selby, M.A.

Friday, September 12, 2014

The box analogy

A box has four sides, a bottom and a top, or lid. Think of each side of this box as one of the 5 w's: who, what, where, when, why (and one h, how)

Who: the population you are working with or wanting to work with. Do you have a passion for one group over another? Do you seem to gravitate to one or does your practice naturally fill with certain populations over others (fetal alcohol, dyslexia, autism, auditory processing disorder, adhd, preschool, middle school, adult)

What: this is the therapy you offer? ~ Interactive metronome, Integrated Listening Systems, Irlen screening, Search and Teach, Lexercise/Orton-Gillingham, NILD, ET2, tutoring are mine. Think about your programming, what you can offer from your toolbox and what you would like to continue to research/investigate. Continued education is critical to stay updated and current

Where:  do you have your office out of your home? Are you in a clinic? Do you work online? (Webex, Skype, FaceTime) and what are the reasons for your location or setting. Is it working or does it need to change?

When:  Do you offer your services before and after school only, in the evenings, on weekends or do you suggest parents pull their children out of school to have therapy during the day? Is it twice a week for 90 minutes, 60 minutes, 45 minutes, half an hour? Is it part in your therapy office and part at home? What is the best prescription?

Why:  this is based on assessments, data-driven, measurable goals for accountablilty for you as a therapist (is the client achieving the set goals or are they wasting their money?) what are the perhaps “less obvious” reasons for the therapy and how can those needs be met within a best practice framework?

How:  this is the lid of the box and absolutely must be not only opened, to see inside all the coursework, training, skills and experiences you as a therapist have to offer BUT, most importantly, all of the stuff needs to be taken OUT of the framework of the box (the training) and laid out on the table. This is where the real work and fun begins … personality comes in to play as each therapist brings their unique personality to blend with the client and real learning takes place in a symbiotic way. This is what “out of the box” thinking needs to look like. Don’t throw out the box, don’t downplay the importance of structure and framework, as training and expertise are important.

Just as clothes aren’t made to fit perfectly right off the rack, techniques are meant to be tailored, too. the best learning comes through discovery. So, keep the box for all the items in your toolbox, but don’t be afraid to put it to the side while you work.

Monday, September 1, 2014

back to school!

 marks 'back to school' again, a great time for new clothes, new supplies and new friends. I, too, have some new things to share with you! In July I moved to Kitchener, opening up my private practice in a more central location. My new office space is on the second floor, shared with the fabulous Project Read:

#201-124 Sydney Street
Kitchener, Ontario
N2G 3V2

For those of you who know me virtually, through Lexercise.com, Integrated Listening Systems or Interactive Metronome, my physical address may not be practical for you. Never fear, I included you in the newness, too!
I changed my e-mail address to better reflect the many services I offer. I will be continuing to check my personal account, but please add this one to your contacts so I don't end up as "spam"

Whether you are not sure if you are interested in therapy, a current or a past client, don't hesitate to let me know if you would like to drop by and see the new space ... I would love to show you around! As always, let me know how I can help you or someone you know.