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A brain-based education is the only real option for our children struggling with academic, social, emotional and physical challenges, because these challenges speak of a central cause of their sometimes, complex issues. In virtually all cases the best approach to a central problem is a central solution, addressing the brain itself.

The cortex, our powerful learning center, our source of coordination, art, communication and adult living skills, is the peak achievement of the human brain. It is a brain supported by underlying drivers, levels of the brain that are no more under our control than our ability to control the growth of our toenails! Yet that is the brain that often interferes with the full expression of our cortical brilliance. This is the brain that we are going to explore in this article.

Our discussion of Realms of Intelligence will include Motor Sequencing, Vision, Speech, Reading, Social Cueing and the unique role of the corpus callosum in coordinating our two cortical hemispheres. However, rather than focusing solely on the cortex our goal is to help readers understand how even the activity of the neonate brain, as well as every brain level below the cortex, is influencing the above listed skills. Viewed from the perspective of Neurological Reorganization we can come to understand how to help our children become academically, physically, socially, and emotionally whole.

Each level of the central nervous system is dependent upon the levels beneath it to achieve maximum integration, and in this discussion we will explore the preconscious brain and how we can work with those levels of integration along with an explicitly cortical approach to help all of our students move more quickly to neurotypical skills and academic success.

 

Realms of Intelligence: Motor sequencing and coordination.

Motor sequencing is a realm of intelligence deeply dependent upon the pre-cortical brain. This complex topic involves not only the left hemisphere with its capacity to influence vision hand and oral function, but also areas of the central nervous system that begin to organize as early as a few weeks of age.

In the first 2.5 – 7 months of life on average, the pre-cortical brain is dominated by the pons and the amygdala which come on board as early as one month of age. During this stage of development, given the appropriate developmental opportunities such as crawling, time spent on the tummy and the integration of early reflexes the proximal joints (shoulders and hips) gain stability and flexibility, while the hand, during tummy crawling learns to supinate and pronate in preparation for writing, a skill that will not be used by the student for years, but is offered to us as an option as early as a few months of age.

Older children who have not achieved mastery of this early developmental stage may walk like little bears, or without arm swings, or feet turned in.

As the baby matures into the mid-cerebrum, between about 7 and 12 months, and still without cortical control of their mind or body, the organization of the medial joints (knees and elbows) is completed if the child is allowed to creep on hands and knees and do related reflex activities. At this time the cerebellum begins organizing the sequential motor firing. Additionally, sequencing in general is dependent upon a healthy cerebellum. The cerebellum, which is gaining skills during the first year of life is a big factor in determining visual motor skill level, and that of balance, coordination and proprioception.

The child who has not mastered this developmental level may not seem to know where their body is in space, may have knees that align poorly, poor balance, inability to hop on one foot, or in general an ‘awkward gait’ when walking and running. They are frequently unable to skip.

 

Realms of Intelligence: Vision

The coordination of early visual motor skills comes about between 2 and 7 months as the baby, prone on their tummy, tracks the whereabouts of her caregiver, and that primal need results in eye tracking that will later be used for reading.

The active 7 to 12-month old child, given the appropriate environment is easily able to integrate the critical skill of visual convergence. The nerves that go to the muscles that turn the eyes in, thus creating visual convergence, run through the mid-cerebrum and many children whose eyes turn out do not need vision therapy so much as they need the experience of mid-brain/mid-cerebrum activities. This is the way nature gave all of us visual convergence and this original plan can be reactivated to bring visual convergence to our children. When both eyes look at the same thing at the same time reading becomes much easier than when words move on the page, turn from black to gray, black to gray, or when all the letters have ‘shadows’ around them.

Children who have not mastered the early phases of vision development may appear to need glasses and may suffer from poor reading and visual fatigue.

 

Realms of Intelligence: Speech

Speech is a Realm of Intelligence deeply dependent upon pre-cortical areas of the brain.

Babbling and cooing, the ability to make a wide range of sounds, experimentation with the tongue, lips and cheeks, are all a well-known component of speech arising from the pre-cortical brain between 7 and 12 months. It has been observed by this practitioner that children diagnosed as ‘on the spectrum’ have often skipped the babbling phase of speech, and thus bring little prosody to their speech. Other children with poor social cueing skills are often lacking in tonality. Poor spoken tonality and inability to carry a tune may be unrelated to cortical brilliance, but rather may be a product of an injury to the brain or lack of brain integration in the first months of life.

Sequencing problems are illustrated when the word ‘spaghetti’, is heard and pronounced in many young children as ‘busgetti’, with the cerebellum unable to process the ‘p’ and ‘s’ in the proper order. The P is explosive, while the S is sibilant and travels more slowly through the brain. The cerebellum matures as a result of stimulation including vestibular activity, creeping on hands and knees and other related activities, the child’s cerebellum matures and sequencing at all levels becomes resolved. The word spaghetti is no longer a problem!

The child who has not mastered the earlier developmental levels may have a flat tonality, garbled speech, poor pronunciation of words.

 

Realms of Intelligence: Social Skills

Social skills, too, are often challenging for our children, and are dependent on multiple levels of brain functioning. While the pre-frontal cortex is known for its role in helping us achieve sophisticated social skills, the seeds of our social behavior start at birth.

Mirror neurons that begin to come on board during the first weeks of life can be prompted again at any point in the lifespan by replicating the activities of the first months of life in the context of appropriate parenting and understanding teachers and aides.

The seeds of compassion start with our own ability to feel deep pain, which allows us to understand that others can feel this too. It is the beginning of understanding our impact on other human beings. If I know that I can hurt, I know that you can hurt as well and I am less likely to do things that will bring about pain for you. Injury to this area of the brain can cause behaviors that display a lack of regard for others, and may even appear as a lack of conscience.

The mid-cerebrum is the area of the brain that we humans share with other pack animals and our pre-conscious brain is the driver. A healthy brain naturally sees and responds to posture, gesture, spatial distance from others, tone of voice, volume, etc., and creates appropriate body language in return without cortical intervention. The best public speakers, teachers, managers, actors have these skills naturally and it is their ease in this area that gives us confidence in their presentation of themselves.

In the pack animal, the individual who cannot pick up on the body language of their pack, and who does not display the appropriate body language may be kicked out, may become the ‘lone wolf’ and it is the same for our children. And while we do our best to train in more appropriate responses, the natural skill, when lacking is hard to replicate in any but artificial ways.

Children who have not mastered this level may have few friends, not able to understand how to work in a group or team, may seem to lack compassion, always seem on the ‘outside’ of any social circle. When the mid cerebrum is stimulated by replicating the developmental sequence, the skills can be gained in children at any stage of development.

 

Realms of Intelligence: The unique and diverse role of the Corpus Callosum

Reading comprehension, memory and impulse control are further enhanced during the second half of the first year and, in fact, are dependent upon the bridge that runs between the two hemispheres of the brain. The corpus callosum is a part of the cortex, but does not develop to maximum efficiency without the critical activities typical of the 7 to 12-month old. These mid-cerebellum/midbrain activities also include hands and knees creeping, vestibular activities and reflexes that are usually not re-visited after the child has begun to walk.

Those children who experience high fluency and low comprehension are those children who cannot pull together the word recognition skills of the left hemisphere together with the picture and meaning making skills of the right hemisphere. Rather than practicing making pictures out of words, we have found that the deepest way to permanently resolve the issues is by replicating the developmental activities of this level of the brain.

Impulse control, while certainly something that one can think about and manage temporarily, even building up more and more habits of self-control, is a product of an efficient corpus callosum. While the ‘Little Brother/Little Sister” right brain wants to mentally or even physically chase and touch every bright and shiny object (‘Squirrel Squirrel” brain), the ‘Big Brother/Big Sister brain has a role in taking charge of the situation to remind the child that this is not the time or place.

All of these responses happen at a pre-cortical level, and thus when the brain is healthy there is little effort in self-regulation, impulse control, seeing ‘pictures’ when reading, etc.

Children with poor mastery of the activities needed to integrate the Corpus Callosum may have fluency/comprehension differentials, poor impulse control, poor short-term memory or ability to follow multiple step directions, among other issues.

The extra effort used by so many children to notice, think through and control their behavior would be so much better be devoted to learning, and when a child repeats the missing elements of the Developmental Sequence the skills are integrated at the brain level originally responsible for these skills.

While we have left out areas such as Math proficiency, Attention, Regulation, Fine Motor Skills, Auditory processing, Sensory Seeking or Sensory Avoidant Behaviors, Anxiety and Phobias, all of these too have their roots in the organization of the brain in the first year of life.

Neurological Reorganization has a 75-year history of helping the disorganized brains of children with challenges to reclaim their birthright, the full Developmental Sequence, which is the master plan for the organization of a human brain. The addition of a pre-cortical plan for brain organization in addition to the cognitive programs at Eaton-Arrowsmith Schools can ease the pathway for maturing our children’s brains and optimizing their academic success. For more information about Neurological Reorganization contact Bette Lamont: developmentalmovement.org. Website: www.neurologicalreorganization.org.

Article by Bette Lamont

Certified Counselor, State of Washington

Certified Neurological Reorganization Practitioner

Laban Movement Analyst

No part of this article can be replicated online or in hard copy without the author’s permission.

© Bette Lamont 2019

 

Thank you EVERYONE who attended, performed, and supported the 2nd Annual Eaton Arrowsmith Redmond’s Got Talent Show!

There were so many magical moments that our student’s and community contributed to we hope you felt the warmth of the love shared here that night as well. Plus, through our snack sale, we raised $200 to donate to “Charity: Water”!

In case you missed, or simply want to re-watch the performances, here are the links to the “unpublished” YouTube videos. ***Note*** you will only be able to watch these videos if you have the direct link.

Doggy Pow “Romeo and Juliet”
Simone “Somewhere Over the Rainbow”
Miss Sarah “You Say”
Will’s Films He Has Made
Will Demonstrating How to Make a Film
Will Completed Film
Jack “Sunflower”
Brennan’s “My Friend is Sad”
Rylan & Keira “Harry Potter Song”
Miss Lacey’s Make-Big-Inator
Staff and School YMCA

You’re invited to the screening of Mindset Matters, a 45-minute documentary film that follows a Surrey, BC class participating in the six week PowerPlay Young Entrepreneur program, and documents the students’ journey, placing special focus on four students who have unique social and educational needs.

After, you’ll have the opportunity to stay for a panel discussion with 3 researchers (Kim Schonert-Reichl, Lara Boyd and Rachel Weber) who are studying the Eaton Arrowsmith program, as well as an SFU researcher looking at the entrepreneur program.

April 29th, 2019 at the HR Mac Millan Space Center Auditorium.

For more details about this event and to register, click HERE.

 

*live stream link now available – read on for more information!

Eaton Arrowsmith and the founder of the Arrowsmith ProgramBarbara Arrowsmith Young, are hosting an exciting Arrowsmith Program research update presentation at the University of British Columbia in Vancouver, BC, Canada on Thursday March 14th 2019, 6:30pm-8:30pm PST.  This presentation will be similar to the event held on February 21st 2019 in New York, hosted by the Arrowsmith Program.  If you are interested in a recording of the February 21st 2019 presentation please click here and it will be sent to you when available.
Vancouver Event Details:
Date: Thursday, March 14th 2019
Time: 6:30pm to 8:30pm PST
REGISTER to attend in person:

https://arrowsmithprogramresearchupdatemarch2019vancouver.eventbrite.ca
*Please only sign up via Eventbrite if you intend to attend the event in person, as space is limited.

*Can’t make it to the event in person? The presentation will be live streamed and available for viewing immediately afterwards.  Click the following link just before 6:30pm PST on March 14th 2019 to gain access to the presentation. This link also acts as a way to access a recording of this event, so even if you miss the live streamed presentation you can use the link to view the presentation at any time after it has finished. https://mediasite.audiovisual.ubc.ca/Mediasite/Play/bb7b0b9891b34649b2fbd66a56281a541d

What to expect on March 14th 2019, 6:30pm-8:30pm:
Dr. Greg Rose from Southern Illinois University, and Drs. Lara Boyd and Rachel Weber, both from University of British Columbia, will present their latest research about the Arrowsmith Program and its effectiveness. All three academic leaders are currently undertaking research projects into various aspects of the Arrowsmith Program and its outcomes, and this presentation will focus on the following aspects of their work:
* Behaviour relationships in children with learning disabilities – Dr Lara Boyd
* Benefits of Arrowsmith Training on Brain Connectivity and Neuropsychological Measures – Dr Greg Rose
* Neurocognitive and Behavioural Outcomes of the Arrowsmith Program – Dr Rachel Weber

Barbara Arrowsmith Young and the Eaton Arrowsmith team look forward to sharing this event with you on March 14th – either in person or via live stream! If you know others in your community who may also be interested in attending – either in person or virtually, please considering forwarding on this email, or sharing this information via the social media channels listed below.  Thank you!

Calculator

By Mike Campagne, Disability Tax Services Ltd.

This article is not to be construed as financial advice, but rather as general information.  Always consult a tax professional in determining the optimal way for you to file your medical expenses or any other relevant tax credits and deductions.

As a general rule, if you have a child with a cognitive challenge that requires special schooling – like the Arrowsmith program – it is important to get advice from a tax professional with an in-depth understanding of related disability credits and deductions. Those sections of taxation are administered differently than other areas of personal taxation.

In the recent years, numerous tax-based credit and benefit programs have been introduced to assist families, but many are misunderstood or overlooked.

For this reason, I wanted to write about a topic that is relevant to all families with children attending Eaton Arrowsmith: claiming tuition as a medical expense.

However, while claiming special schooling costs for a child with a learning disability or mental impairment yields valuable tax savings, it’s barely the tip of the iceberg of what may be available.

There are a range of potentially applicable programs that include: the disability tax credit, related child disability benefit supplements to the child tax benefit, family caregiver amount credits, travel expenses (in limited circumstances), and the registered disability savings plan (RDSP). Arts and fitness credits have been eliminated for tax year 2018.

Not every child with a learning disability or impairment in mental functions will qualify for tax credits and benefits, but many do. These programs are complex and pre-assessed with a rigorous CRA testing system that often leads to erroneous denial of tax credits and benefits to Canadian families.

Recently CRA has been challenged on assessment procedures and a parliamentary advisory committee has been appointed to investigate concerns. That committee asked for my participation and my take home message is that many families with children with cognitive challenges have been denied a fair hearing for a range of tax and benefit programs. This may have happened to you and your child, and improperly denied benefits can run into the thousands of dollars.  If you are unsure if you are receiving all eligible tax and benefit supports we provide a free initial analysis via a phone consultation. This can be scheduled with a call to our office at 604-415-5311 or you can email me directly at plan4u@shaw.ca .

2018 Rules on medical expenses:

Line 330 – Medical expenses for self, spouse or common-law partner, and your dependent children born in 2001 or later:

You can claim on line 330 the total eligible medical expenses you or your spouse or common-law partner paid for:

  • yourself;
  • your spouse or common-law partner; and
  • your or your spouse’s or common-law partner’s children born in 2001 or later.

 

You can claim eligible medical expenses paid in any 12-month period ending in 2018 and not claimed for 2017. Generally, you can claim all amounts paid, even if they were not paid in Canada.

Your total expenses have to be more than 3% of your net income (line 236) or $2,302, whichever is less, to yield federal tax savings.

Reimbursement of an eligible expense – You can claim only the part of an expense for which you have not been or will not be reimbursed.

The medical expense is claimable by the date paid, rather than the date invoiced.

Medical expenses for other dependants must be claimed on line 331. (The most common example of this is a child over 18 living at home). Line 331 – You can claim the total of the eligible expenses minus either $2,302 or 3% of your dependant’s net income (line 236 of the income tax and benefit return), whichever is less, to yield tax savings.

The corresponding provincial lines for the medical expense claims are 5868 for a child under 18 and 5872 for a child over 18.

School for persons with an impairment in physical or mental functions – a medical practitioner must certify in writing that the equipment, facilities, or personnel specially provided by that school are required because of the person’s physical or mental impairment.

A question I have often been asked is, “Why do I need this certified by a medical practitioner?” The simplest way to explain this is to think of it as if your child has been prescribed special schooling due to a learning disability or impairment in mental functions.

Adapted schooling for a child who has no impairment, is generally not claimable. However, I would note that in my experience the description of what qualifies as an impairment in mental functions is relatively broad. With the admission entry process at Arrowsmith, I would expect all students attending the Arrowsmith program could meet this standard.

Key points:

Which parent should make the claim?

Normally it is most advantageous for one parent to claim the entirety of the family’s medical expenses.

As only the combined medical expenses over $2,302 or 3% of net income result in a tax reduction, in a two parent family the lower income earner will often have the greatest tax reduction.

The corresponding provincial lines for the medical expense claims are for self, spouse and a child under 18 (line 5868) and for a child over 18 (line 5872). The threshold for provincial useable medical expenses differs slightly by province. For BC residents, the 2018 provincial tax year threshold is $2,165 or 3% of net income, whichever is less.

For example, with special schooling expenses of $30,000 and spouses with net incomes of $100,000 and $40,000, and no other claimable medical expenses:

The higher income spouse would see useable medical expenses of $27,698 ($30,000-$2,302) versus useable medical expenses of $28,800 ($30,000-$1,200) for the lower income spouse. By useable medical expenses, I am referring to that portion which leads to a tax reduction.

For a BC resident, the provincial useable medical expenses would be $27,835 ($30,000-$2,165) for the higher income spouse and the same $28,800 for the lower income spouse.

If you already have medical expenses over $2,302 or 3% of net income, whichever is less, the entire special schooling expense yields claimable tax credits.

Ensure to compare the amount you can claim with the amount your spouse or common-law partner would be allowed to claim. Either parent can make the claim, just choose that claim which leads to the largest tax reduction – run the numbers for both scenarios before filing you 2018 taxesMost tax programs will ask you, when you enter medical expenses, whether they are to be “optimized”. Selecting yes normally leads to the tax software working out which spouse should claim the medical expenses, but I recommend doing the calculations for each parent to be sure.

And remember: medical expense claims create non-refundable credits, meaning they are valuable only in reducing taxes paid or owing. So, while the lower income parent might have more useable medical expense credits, if that person doesn’t owe enough tax to utilize them, it could be that less useable credits for the higher income spouse yield a larger tax saving.

So let me emphasize: run different scenarios, including a splitting of the medical expense claim, to find the best tax reduction outcome. A good tax preparer will do this and even consider within that calculation how other tax credits which are claimable by either spouse are allocated, as that can also impact the value of the medical expense claim. Taxes can be complicated. I recommend getting professional tax preparation assistance.

In the rare case where neither spouse does pay tax (such as a quite low family income or a high level of other deductions), there are no tax savings as the credits are non-refundable. In cases where a family is extremely low income, there may be a medical expense refund claimed, but in my experience families with such low incomes can rarely afford special schooling, so I will not address that issue here.

Tax planning opportunities can center around timing of claims in light of overall medical expenses.

Example (regarding the federal medical expense credits threshold): Sue is a single Mom who makes $100,000 net income. She plans on having her son Joe, who has a learning disability, have intense special schooling from September to March, cost $15,000 in 2017 and $15,000 in 2018. Sue has no other medical expenses. If she claims the expenses by calendar year, she has a useable medical expense amount of only $12,698 in each of 2017 and 2018, for a total of useable medical expense above the threshold of $25,396. This is due to the threshold being applied twice. But if she chooses to claim the period of September 2017 to August 2018 on her 2018 tax filing, her useable medical expense amount increases to $27,698 as the threshold is applied only once. As well, if she paid the entire special schooling amount in 2017 (a prepayment of the January to March special schooling), Sue would have the $27,732 useable amount for her 2017 filing.

How to meet the CRA requirement of “certified by a medical practitioner”?

Here is a typical letter (optimally on stationary identifying the doctor or registered psychologist) certifying the special schooling is required due to a learning disability or impairment in mental functions:

Joe Sample is my patient and a student diagnosed with a learning disability. Joe requires an adapted special schooling program that addresses this impairment. Joe is undergoing therapy/treatment for his learning disability at Eaton Arrowsmith School.

(Signed Dr.) W. Smith

While a doctor or registered psychologist is usually the best choice, I have seen the CRA accept medical practitioners with fewer qualifications as long as their field is relevant to learning impairments.

Will I be audited?

CRA has in some past years set a threshold on medical expense claims for automatic computer generated review (audit is way too strong a term here). These “audits” are usually easily addressed by mailing to the CRA your Arrowsmith receipt and a basic letter like the example above. Most regular Canadians can handle this on their own, but if you run into any issues with the CRA here, give me a call.

Over the years, there have been occasions when families with a student at Eaton Arrowsmith have had their tuition medical expense claims rejected, but that was just the result of poor or inadequate communication in responding to the CRA query. In every instance I have been involved with where an Eaton Arrowsmith family encountered such a denial, I was able to intervene and see the CRA denial reversed and the medical expense claim validated.

How much tax savings does the claim yield?

For BC residents, this normally works out to 20.06% of the useable medical expense for middle or high-income earners (though the amount of tax reduction can be less in certain circumstances). The maximum tax relief, for a person with substantial other medical expenses above the 3% of net income or $2,302 threshold, on $30,000 of qualifying tuition expenses, works out to $6,018.00 for BC residents.

For business owners with a Health and Welfare Trust or Private Health Services Plan, the tax savings can potentially nearly double, but such plans have expenses and requirements, and I know of only a few clients over the years utilizing such a plan – they’re complicated. As a discussion of this component is rarely applicable, I won’t bother to cover the details here. If you are a person owning his or her own business, you may want to review these options online via a Google search, as there are companies in Vancouver who can explain and administer such plans.

There are also potentially claimable medical expense travel expenses if the commute to Arrowsmith is over 40 kilometres (each way), but there are complex requirements and provisions for such claims so you should consult with a tax professional on the viability of claiming travel expenses.

If you would like a free initial phone consultation regarding tax saving opportunities that may be applicable to your unique circumstances, please email me directly at plan4u@shaw.ca or call my office at 604-415-5311. Mike Campagne CFP, BA

 

 

Our colleagues at the Arrowsmith Program are hosting an exciting event that we wanted to share with you. The Arrowsmith Program is based on the application of neuroscientific research and for 40 years we have worked to help students strengthen the weak cognitive capacities underlying a range of learning difficulties. 

 

On February 21st, 2019 Dr. Greg Rose from Southern Illinois University, and Drs. Lara Boyd and Rachel Weber, both from University of British Columbia, will present their latest research about the Arrowsmith Program and its effectiveness. All three academic leaders are currently undertaking research projects into various aspects of the Arrowsmith Program and its outcomes, and this presentation will focus on the following aspects of their work:

* Behaviour relationships in children with learning disabilities – Dr Lara Boyd

* Benefits of Arrowsmith Training on Brain Connectivity and Neuropsychological Measures – Dr Greg Rose

* Neurocognitive and Behavioural Outcomes of the Arrowsmith Program – Dr Rachel Weber

 

Event Details:

Date: Thursday, February 21st, 2019

Time: 7:00pm to 10:00pm EST Venue: W New York – Times Square, 1567 Broadway, New York City, NY Presentation room: Studio 1,2,3

Please click here to register to attend the event in person.

https://www.eventbrite.ca/e/presentation-by-researchers-from-ubc-and-siu-research-studies-on-the-arrowsmith-program-tickets-53112295305?aff=EAG

 

There are two other options to watch the presentations.

1. Watch the live presentation via live-streaming.

Date: Thursday, February 21st, 2019

Time: 7:00pm to 10:00pm EST (4:00pm to 7:00pm PST) You can register for the live-streaming link here https://www.eventbrite.ca/e/live-stream-presentation-by-researchers-from-ubc-and-siu-research-studies-on-the-arrowsmith-program-tickets-55298402009?aff=EAG

 

2. Watch the recording of the presentation. You can register here to receive the link to the video recording when available.https://docs.google.com/forms/d/e/1FAIpQLSddE2H8OhNlSWxFjW2kwNFqkWcBllmKWvFaV5rsWUGiDluYPA/viewform

Join Howard Eaton for a evening of interesting insight and conversations and learn how you can improve your large scale brain network connectivity! Read more and register here.

Research has identified that there is a neurobiological basis for learning difficulties. Neuroscientists around the world have been studying the brain networks responsible for various behaviours such as reasoning, attention and memory and language processing. In education, the approach to learning disabilities has been to find ways for the brain to compensate for these neurological difficulties. Recent research out of Southern Illinois University on the Arrowsmith Program’s Summer Cognitive Intensive Program highlights that brain networks responsible for reasoning, attention and memory can improve in connectivity through cognitive training; and thus compensation strategies – that are currently a focus in educational planning for those with learning disabilities – are not the only option. The implications of this research is significant for the field of Learning Disabilities.

We recently conducted a survey with Eaton Arrowsmith parents and discovered that 65 per cent of the time the decision to send a child to EA is made by both parents.

Mothers are typically thought to be the decision-makers when it comes to their children. In fact, 84 per cent of the people surveyed were women.

But that doesn’t mean dads aren’t involved in making serious decisions about their kids’ educations.

In the below video, John talks about the concerns he had before enrolling his daughter at Eaton Arrowsmith. He also shares the process that led to the decision and how it has changed his child’s life.

This Father’s Day, let’s celebrate all the dads who search for solutions for their kids’ learning difficulties and will do anything to see them succeed.

Howard Eaton’s new book, The Brain Pioneer: The True Story of How Barbara Arrowsmith-Young Used Brain Science to Help Children With Learning Disabilities, can now be ordered on Amazon.com and Amazon.ca.

Current Eaton Arrowsmith families will soon be able to purchase the book at a discounted rate from their schools. Watch for updates about the book’s release on our Facebook page and through our school newsletters.

Book description:

Did you know your brain is plastic?!

That’s right: because “plastic” means it can change.

This is the story of Barbara Arrowsmith-Young. As a child she was told she would never overcome the learning disabilities that made school so difficult and frustrating for her. But Barbara refused to believe that was true.

With courage, inventiveness, and resilience, she found ways to actually change her brain and improve her skills. A dedicated researcher and innovator who came to be known as “the brain pioneer” for her groundbreaking research on what’s now known as “brain plasticity,” Barbara has transformed how people with learning disabilities are perceived and educated.

Barbara created her own brain improvement program, and opened the Arrowsmith School in 1980 to bring the program to other students. Today there are over 100 schools offering the program around the world.  The program can also help adults who have had brain injuries from stroke or accidents.

Through Barbara’s passion and achievements, she has taught the world that children with learning disabilities and people who have suffered brain injuries can change their brains, and dream of a brighter future!

Read on to find out how Barbara made her incredible discovery.

Includes a history of studies in brain plasticity, amazing brain facts, vital brain health recommendations, and a comprehensive glossary.

Please join us on Thursday, May 3rd, 2018 (6:00pm-8:00pm) at Eaton Arrowsmith Vancouver/Magnussen School/Eaton Cognitive Improvement Centre for our annual Community Resource Fair.

This event will give you – our wonderful families and other community members – access to practitioners in our area who, like Eaton Arrowsmith, provide support to children and adults to help them grow and develop healthy brains.

Students and staff at Eaton Arrowsmith White Rock showed the Lower Mainland how exercise can boost concentration, reduce anxiety and improve cognitive development on Breakfast Television.

This winter, the school added fitness breaks to students’ days to reduce stress in the classroom and help kids strengthen their brains.

Research suggests exercise can have a postitive impact on learning and students at EA White Rock are feeling focused thanks to the fitness program.

Being on Breakfast Television was the perfect way to celebrate Brain Awareness Week, which runs from March 12-18, and promotes the benefits of brain research.

The EA fitness program was also featured in Peace Arch News.

 

On May 15th 2017  Eaton Arrowsmith Vancouver cognitive and academic staff members came together, along with some of our alumni parents and students for our first ever round table discussion about life before, during and especially after Eaton Arrowsmith! Everything you’ve ever wanted to know and more about the transition to and from Eaton Arrowsmith, from the perspective of those who know it best – our wonderful teachers and families – can be found here!

Join us online via our YouTube channel for our first ever round table discussion with current Eaton Arrowsmith cognitive and academic teachers, EA alumni students and their parents as we discuss life before,during and especially after Eaton Arrowsmith! Everything you’ve ever wanted to know and more about the transition to and from Eaton Arrowsmith, from the perspective of those who know it best – our wonderful teachers and families! Have a question that isn’t being discussed? Feel free to write in during the conversation and we’ll do our best to answer it!

*Please note that the link to this conversation will not be available on the YouTube channel until just before the conversation starts, so do not worry if you check there earlier and it is not available. Also, should the timing of this conversation not suit you, that’s ok! We’ll be recording every last minute and will send it out to everyone in the coming weeks.

To get you all into the spirit and theme of our upcoming conversation, last week we had the pleasure of a visit from one of our very first EA students, Justine! She’s a Douglas College graduate and is working as a support worker with children with special​ needs. She said to us that the Arrowsmith Program’s impact on student achievement still amazes her – she couldn’t read before she came to us and now she can read a book in a day! She’s a big advocate for early intervention, so students do not have to struggle their whole lives and experience the emotional trauma and isolation that academic and social learning difficulties can cause. It was wonderful to see you again, Justine, and to witness how you have flourished – even though we feel old!!

Looking forward to ‘seeing’ you all online on Monday May 15th!

Sandra Heusel, Admissions and Marketing Director, for all of us at Eaton Arrowsmith

Key Dates
  • Keydates for this location TBA
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June 2019

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