An inspiring story from Thomas and Glenn, both having dyslexia and aspergers.
This is an inspiring story of Thomas, 8 years old, and his father Glenn. Thomas has not only dyslexia, but ASD1, which in old Language is aspergers. Glenn has dyslexia too, and suspects that he also has aspergers. Their learning difficulties (dyslexia and aspergers) held them back in life.
“I didn’t like to write or spell things. I knew I had a weakness and I avoided reading as best as I could. I’ve been ready for a while (to seek help). I just didn’t know what to do or what I had. I thought how I handled spelling and written work was normal. I thought everybody thought the same. Being able to step into somebody else’s and see how they think isn’t a possibility. So, I thought everybody thought like I did and saw pictures. I really thought that one lesson I missed at school was how to spell. Whereas maths was easy. They gave you a set of rules, and if you worked with those rules you got to the right answer. But in spelling I couldn’t. There were no rules for me to work with.” – Glenn
“When I didn’t have this program, I didn’t want to read at all. Not a single letter. I didn’t feel… good.” – Tom
“Tom has not only dyslexia, but Tom has been diagnosed with ASD1, which in old language is called aspergers. If Tom had not done the program, life at home would not be happy. Life at home would be very stressful. Life at home would be tantrums and melt downs and… physical damage to the house.” – Fiona
“The school was doing nothing. I hadn’t advised them that they needed to do things. They just thought that he was mucking up. They weren’t doing anything. They hadn’t identified that there were learning issues like aspergers. They thought there was nothing wrong. They thought he was just being a boy. ”– Fiona
“They (work) held me back from promotions and doing different challenges. It became life, and I thought it was normal.”– Glenn
“You’ve got to get someone suspected of having something assessed or diagnosed so you can get the right treatment and the right program for that person.” – Fiona
“I think in pictures! I’m not alone. It’s creating pictures for the words that I had trouble with. Identifying what unsettled me or what unfocused me. I catch myself and I refocus.”– Glenn
“His reading has improved immeasurably. His hand writing has improved exponentially. Tom wants to write! Tom wants to read! Tom wants to learn! He is learning to focus himself. He is willing to focus himself.” – Fiona
“When I’m reading my Mindcraft book and I’m thirsty to grab a glass of milk… I pour with the book in my hand. And read it! And I read pieces while I’m getting my milk because I leave it (the book) open on the bench.” – Tom
“This year the school has been very helpful in giving us the style of teacher Tom needed. Giving Tom the style of class that he needed. The teacher uses the right trigger words for Tom. She tells him to relax and focus. She has a chart for his energy levels up in the classroom so that he can see. She has visual reminders of what’s happening through the day and what’s happening through the week. She liaises with me a lot. I help in the class with reading, I help all the kids. But it’s also a way of me keeping an eye on how Tom’s reading is going at school, not just at home.” – Fiona
“It’s fascinating the process of watching them (people with dyslexia and/or aspergers) unlock. They are all tied up and they can’t do it. The program teaches them how to unlock their minds and work their brains to read. It’s not saying their brains are not working. They just need to work a different way to read. It’s an amazing process to watch.” – Fiona
“I suggest you look into it and try it.”– Glenn
“You’re going to do a program. Just try out reading. The words aren’t really moving. Its just your mind messing with you!”– Tom