FSD incorporates the best and most forward-thinking casual theories of Dyslexia including, the magnocellular theory (visual stress), the cerebellar theory (enhancing through brain training), and of course the widely accepted phonological deficit theory as per the definition of dyslexia adopted by the Rose Review 2009.

 

We strongly believe that dealing merely with the symptom of dyslexia or the phonological deficit - difficulties with reading (decoding) &/or spelling (encoding) - is not enough. Neurodiverse children must learn how they learn, come to terms with their strengths and weaknesses, develop their working memories, become skilled at sequencing, and explore strategies that may be useful to them now and in the future.  Along with this, teachers must assess and fill the gaps in their learning.  But above all they should feel confident about who they are and how they learn.

 

FSD gives every child the opportunity to gain strength and skills from staff, other pupils and through self-discovery.  Self-esteem and confidence plays a massive part in each child's determination to achieve, attempt new things and ultimately challenge existing strategies that have been developed to help hide some of their perceived weaknesses in the classroom environment.  At FSD - Flexi-SchoolDyslexia, myths and negative attitudes about dyslexia are openly dealt with and discussed as a means of aiding the children's common understanding, it also helps pupils understand that they are not the only ones who have found education hard to deal with in the past and provides strategies about how to move forward positively and confidently. 

 

At FSD we start the session enhancing the cerebellar neurological pathways to help gross & fine motor skill development, eye tracking and sequencing.  We then go on to working memory development through auditory and visual sequencing activities and develop fine motor skills and writing automaticity.  All this is completed in a fun and engaging way before moving onto strengthening phonological awareness for reading, spelling & comprehension or methods to overcome dyscalculia through multi-sensory learning activities.  We are also very aware that the child then has to be able to transfer the knowledge gained through multi-sensory learning back into more traditional classroom worksheet activities/test situations so we will always ensure that the skills gained are transferred to these traditional forms when we feel that the child is ready to succeed.