Barbara Arrowsmith-Young struggled for much of her life with severe learning disabilities but learned how to use the principles of neuroplasticity to teach herself to tell time, understand concepts, and improve her own ability learn and understand. Now she is the founder of the Arrowsmith Program and educates others on neuroplasticity. This article is incredibly […]

Barbara Arrowsmith-Young struggled for much of her life with severe learning disabilities but learned how to use the principles of neuroplasticity to teach herself to tell time, understand concepts, and improve her own ability learn and understand. Now she is the founder of the Arrowsmith Program and educates others on neuroplasticity. This article is incredibly helpful in understanding our approach:

There is a world of difference between “brain games” that offer simple engagement and a true clinical intervention designed to fundamentally rewire a specific cognitive function.

I see this gap between knowledge and action every day. The brain is not prioritized in educational design. While we have the evidence, many of our educational systems still focus on compensating for learning struggles – finding ways to work around a problem rather than addressing the root cause. When we do that, not only do we not address the issue, we contribute to the emotional toll. A child who struggles to learn doesn’t just fall behind in math; they begin to believe they are fundamentally broken. That is a heavy burden for any child to carry, and it’s one that we now know is unnecessary.

Read the whole article here.