My journey into the world of neurodiversity started in 2011 when I could not understand why my 5-year-old whom I was reading to, and who was surrounded by all things vividly and richly language-based, was still struggling to read.
She even attended an international pre-school which had a strong language curriculum and yet, she just could not read. I was dumbfounded. It made no sense to my neurotypical brain.
It just never occurred to me, that she might be……
In my very determined quest for a solution, I was fortunate enough to meet a remarkable British lady who forever changed our lives. In just one session, she was able to identify my daughter’s struggles and with her kind and emphatic approach we were able to dodge a formal dyslexia diagnosis. Little did I know she was to be my inspiration to what I am now affectionately referring to as my ACT 3.
So how did we avoid a formal dyslexia diagnosis? Firstly, we had an educational therapist that did not believe in labels. Secondly, we attended intensive English remediation therapy. Thirdly, and probably the determining factor was the fact that we started literacy intervention early.
Not only did this approach develop a strong foundation in language development, but it also set the stage for a life-long love of reading.
My daughter was able to enter Singapore primary school with a good reading foundation based on controlled phonemic awareness. However, the onset of formal education very quickly exposed a range of learning difficulties that put my child behind her cohort in spelling, comprehension, maths, mother tongue and executive function skills.
At age 9, she was diagnosed with ADHD and very quickly my bubbly, sparkling and very loving little girl was disappearing before my eyes.
I knew I had to dive in hands and feet to advocate for her needs. The only way to do that was to empower myself with knowledge. So, I read, researched, wrote, studied, got trained and qualified. Armed with information I was able to intervene and support her learning journey at every stage. I was able to work with educators and together we developed educational plans that brought back her glittering smile, confidence, and effervescent personality……….
This was just the beginning for us. Her learning struggles were connected to her Executive Function challenges. Executive Function was not a term that was used often in Singapore and at that time Executive Function Coaching was not available. There was just no one trained or available to help us.
…………To be continued in my next blog post.
Thank you for taking the time to read this. I am here to help. I work with children with a formal dyslexia diagnosis or not from ages 6 -16. 80% of them have ADHD. I use ELA (Dyslexia Association of Singapore), Orton Gillingham (MSL Orton) and Lindamood Bell intervention techniques in my approach. I engage with my learners based on their interest and I love telling stories and involving them in imagery to develop their confidence and oratorical skills. Every child is different, so I develop Individual Intervention Plans which includes the development of Executive Function Skills. This is very important as the Learners often struggle with Task Initiation, Sustained Attention and Working Memory. Do write to me directly at shyla.mathews@thenicemovement.com or text me on 97440871 to schedule a phone/online chat. and let me know how I can help.
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