The Art
of Learning & The Myth of Dyslexia through ASD
Many of us choose to think that we have the right
to the skills of reading and writing and that it is only the problem
of education and tuition machinery that prevent us from having that
skill. This is a mistaken and inaccurate judgment. Man has no natural
right to academic skills, it is only obtained through great effort
and instrumental to its attainment are the very problems of education
which most of us regard as disdain. For in overcoming difficulties
and problems associated with learning: we increase our self respect
that is the central thesis of this text where self-respect and dignity
are synonymous.
There is only one way to increase self-respect and that is by confronting
directly the difficulties associated with what I would consider
a more appropriate term - Academic Skills Disorder (ASD).
The increase in our ability to read and write is directly proportional
to the degree of difficulties and the amount of vigour and determination
that we apply to the task of learning. Each individual has his own
unique learning code, fashioned from the sum of his acquired experiences.
In the same way that pain acts as a warning that the body is endangered,
so ASD warns us that learning is compromised.
It has been the fashion in our permissive age, to emphasise the
harmful nature of labeling those with ASD as dyslexics. It is even
more disturbing and to present them as unworthy, uncomfortable and
unnecessarily self-limiting tending to hamper those more able persons.
The attack on those with ASD, in my opinion, has come from two separate
factions, both of which on the surface would appear to have little
in common. They are however, united in their desire to alleviate
the psychological pain of suffers.
These are achieved through:
-
Promulgation of speculative theories (PST)
: This in effect is to absolve the individual from
blame by denying him a large degree of responsibility for his
inability to learn.
-
Disposition Tendencies (DT) : On
the one hand our learning is formed at an early age in response
to environmental and particularly family influence. In later
life, our disposition tendencies to learn in certain ways are
to a very large extent determined by these early factors that
can be modified in the investigation process of education.
By removing the sense of responsibility for the inability to learn,
as well as encouraging a passivity and reliance on the teacher,
the individual is denied the on real chance that may help to increase
his learning methods. Equally important is the realism that by striving
to overcome the difficulties that any ASD or dyslexic sufferer,
he or she must face the fact that there is no one
solution to "the problem".
I strongly believe that the great success achieved at my institute
was based on the full explanation and understanding that whilst
the team work of T.I.P.S (Teacher-Instructor-Parents
and Sufferer) is essential; the sufferer must feel that he
(or she) is alone responsible for its success. Only then can he
reap the reward of PASD™ and other learning methods.
Sufferers cannot achieve success if the feeling adopted becomes
a passive role - that any change in circumstance is due to someone
else's interference, skills and other supplementary therapies.
For these additives, will only offer a life struggle and brave confrontation
to the ASD through lesser self-respect and the distrust in one's
ability (negativism).
It may seem paradoxical that I am advocating that one should eschew
the easy and seek the most difficult way to learn. But from experience,
observation and my personal involvement with dyslexia and other
ASD problems, we are seldom, accurate judges of our own long-term
self interests: and we pay a price for taking the easy way in learning
and its constant partner of poor foundation.
Those who have achieved success through learning the PASD way,
have since flew the ASD post and because they know that they were
a major factor behind the demise of their ASD, they will maintain
success forever through the knowledge that they reached self-respect
as well as acceptance that there was nothing to be ashamed of after
all.
We do not learn at schools only, learning is an on going process.
However, whilst learning is part of human evolution and academic
learning is a right, the principle of learning has to be built into
the system through proactive work and self belief. This is where
this programme of Academic Skills has proved a great success on
over 91% of our cases. PASD is uniquely tried and tested successfully
at my institute where we have documented proofs from cases where
reading and writing skills were below the bear minimum and how these
were transformed into awards winning academics within few months.
But then we have a great gratitude towards all those who have helped
us succeed and believe in our ability. With over 16 accolades of
national awards for innovation and customer care and the eye care
of the year awards since 1991, we must be on the right track towards
putting Dyslexia and Specific Learning Difficulties in the shade
of academic history.
Chaaban Zeidan. BSc. FCOptm MSc.
Consultant optometrist.
Tamworth - Staffordshire 2003
Academic Skills Build up & Essential Learning Skills
There are over 500,000 (half a million) words in an average English
Dictionary. Shakespeare used about 25,000 of them. Most people are
limited to the use of the English words by their education and environment
to about 4000. With computers and technology developing, mass print
technology meant that we can only accept one spelling, or at most
two correct ways of spelling. It is not surprising that many people
find most words difficult to spell or cannot remember the accepted
spelling.
Academic Skills Disorder enhancement Programme PASD™
is individually designed and created to help you in two ways:
1. Visual
By seeing the words frequently in the accurate format, writing
it and seeing it with greater depth and glare free way, you are
more likely to remember it than if it was hazy, blurred or has
no “depth”.
2. Intellectual
Using useful rules, grouping, spelling and relating words form
families, will make learning easier and whilst we may still have
a common trap with some words, the majorityshould become easy
to tackle.
PASD™ is divided into three programmes:
PASD™ 1- this programme aims at
the following English language topics:
- English Literature & Comprehension
- English Reading and word play
- Spelling and writing Skills
- Grammar and language rules
- Story writing and Ideas to improve mental English alertness
- Copying and writing at speed
PASD™ 2- this programme aims at
the following Mathematics topics:
- Numbers and tables
- Division and multiplication
- Lateral thinking and mental math
- Problem solving
- Estimation and fractions
PASD™ 3- this programme is designed
for General topics
There are 6 levels of PASD™:
- Ages 5-7 yrs of age
- Ages 7-9 yrs of age
- Ages 9-11 yrs of age
- Ages 11-15 yrs of age
- Ages 16 and over
- General Reading & Writing Skill.
This exclusive study is based on 15 years of work with children
and adults who have great inspiration and desire to succeed in their
academic levels but either lacked the skills or the know how. My
observation is based on over 4000 cases of supposedly late-comers
and “non-educational material” Kids. With PASD™
it was possible to resolve the problem in over 91% of the cases.
From children who were too “disruptive to make sensible
contribution to the class room” to perfect pupils; or
those children who were “not suitable” to undertake
GCSE to university material, the transformation was joyful to all
parties especially to the child and parents.
The programme id divided according to age of the child, however
each age group is tested from below their chronicle to the maximum
ability that can be reached above their age prior to going on to
suitable level PASD™. There is no IQ testing
through out PASD™.
Further External Support:
Those who wish to receive more accurate details and deeper analysis
of their ability and skills may do so by joining the ES-PASD™
(External Support Programme for Academic Skills Disorders).
You will receive supportive material from interactive CDs to work
sheets and distance learning work, those are carried out at home
in addition to PASD™.
Work will then be marked and returned within 15 working days with
detailed report and further supportive work based on your weakness
areas. The ES-PASD™ will run for 12 months
and its principle aim is identification of your weakness areas and
subdividing them into separate programmes until weak areas are fully
covered and surpassed to above required standards of that age group.
You can join this programme either by one annual payment (£180
pa) or by monthly Direct Debit payment of £15.00 per month.
Once the specification and needs are identified more accurately,
a private tutor who is specialist in the area found to require extra
support whether in English or Mathematics, will help in designing
an interactive programme to build up your confidence and ability
in the areas concerned. This is known as: Tutor Support PASD™
(TS-PASD™).
PASD™ modules are dedicated for the age
group selected. Results will be monitored and reports will be issued
periodically to evaluate progress. Once the level is achieved higher
grade of PASD™ will be issued. You can evaluate
progress made by logging on using a password. There will also be
a facility to compare your results with that of peers.
PASD™ programmes are designed for all ages
from 5 to 15 yrs of age and specially designed programmes for over
15 and adults who wish to improve their reading and writing skills
without the need to undertake examinationfor their skills. The PASD™
available in 6 modules and covers 51 topics of English Language.
It will also be available in Mathematics by September 2004.
PASD™ Topics are:
1. Plurals S/es/ves/ies/I
2. Exceptions in plurals
3. Vowels
4. The exceptions in spelling: Words that sound
the same
- I before e except C
- ph and f
- oo and u
- ee and ea
- eigh and a
- ew an ue
- au and aw
- er and ear
- er and ur
- er and ea and u
- ite and ight
- ought, aut, aught and ot
5. Ending words
6. Words ending with et, el, al and le
7. Silent letters: K, g, t, b, w
8. Super speller
9. Synonomus
10. Antonyms
11. Homophones
12. Homographs
13. Prefixes
14. Suffixes
15. Base words
16. Compound words
17. Dictionary skills
18. Syllabication
19. Pronunciation
20. Definition
21. Colourful Adjectives
22. Adverts
23. Nouns
24. Common and Proper nouns
25. Action verbs
26. Linking verbs
27. Helping verbs
28. Verb tense
29. Subject and predicate
30. Simple subject and simple predicates
31. Compound subject and compound predicates
32. Subject and Object pronoun
33. Possessive Pronouns
34. Adjectives
35. Adjectives following verbs
36. Adjectives and Compare
37. More adjectives and Most adjectives
38. Adverbs and describe verbs
39. Adverbs and compare
40. Adjectives and adverbs
41. Building up words
42. Comprehension 7-9
43. Comprehension 9-11
44. Comprehension 11-15
45. Comprehension over 15
46. Comprehension non-academic
47. Writing skills
48. Reading skills
49. Comprehension skills
50. Condensations and summary
51. Brain power / Brain teaser and Feed your imagination.
System
Our method of visual correction as an aid into visual ASD (dyslexia),
is based on the use of filter tinted lenses known as ChromaGen.
ChromaGen is the only system available in Soft Contact
lenses or spectacle lenses. ChromaGen was originally invented
by David Harris for the enhancement of Colour deficiency. In April
1995, the value of ChromaGen filters for Dyslexia was discovered
by Chaaban Zeidan and David Harris in 1996 studies. Chaaban Zeidan
also discovered other uses of ChromaGen tints in Academic
Skills Disorders: Contrast Sensitivity, Age Related Macular Degeneration
visual enhancement, Migraine and other neurological disorders. Between
2000 and 2002, ChromaGen lenses received the approval of
the USA-FDA as well as the Millennium Award. Zeidan Centre received
the Innovation and Technology Award 2000, and Eyecare Practice of
the Year Award 2002. ChromaGen lenses are exclusively and uniquely
manufactured by Cantor & Nissel Ltd.
If you would like to know more about PROGRAMME
ACADEMIC SKILLS DISORDERS or make an appointment to see Chaaban
Zeidan then please feel free to enter your details in the form below, click here to visit our Club page to see the programme in action
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