Resources
Brain Pioneer by Howard Eaton
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.
For more information about the book, where to purchase it and large orders please visit Glia Press’ website.
Interested in downloading the PDF for FREE? Click HERE.
Brain School by Howard Eaton
In Brain School, Howard Eaton explores how, applying the principles of neuroplasticitiy, Barbara Arrowsmith Young developed cognitive remediation exercises, founded the Arrowsmith Program and opened the first Arrowsmith School in Toronto, Ontario over 30 years ago.
Eaton then discusses how difficult it was for him to move from traditional remediation methods for learning disabilities to seeing the new possibilities that are due to the ability of the brain to change itself.
The lives of nine children are discussed as they start the Arrowsmith Program and then move on to either private or public schools.
For more information about the book, where to purchase it and large orders please visit Glia Press’ website.
Interested in downloading the PDF for free? Click HERE.
Additional Arrowsmith Program Resources
Research and News Articles
Not Just Learning Disabilities - Who Else Can Arrowsmith Help?
The Arrowsmith Program: Improving the Lives of Individuals with Concussion and Brain Injuries
How the Arrowsmith Program is Improving the Lives of Those with Autism Spectrum Disorders
The Ultimate Question for Parents of Children with Learning Disabilities
ADHD The Importance of Determining Whether Cognitive Deficits Play a Role
10 Reasons Why Article
Why Article
Howard Eaton’s Blog
Follow Howard’s blog to engage in conversations and learn how a better future is possible for all those with diagnosed learning disabilities.
Have you ever wondered if you have a learning difficulty? Now you can take a test, developed by the founder of the Arrowsmith Program, Barbara Arrowsmith-Young, from the comfort of your home.
Eaton Arrowsmith’s Blog
Visit our blog page for countless blog posts on a variety of Arrowsmith, and non-Arrowsmith related topics!
Mental Health Resources
As Eaton Arrowsmith works with students from around the world, the mental health supports and resources vary by region. We may know specific professionals in your area who we can connect you with, please reach out for a referral, if needed.
Additionally, the Arrowsmith Program website has listed resources for Can, US, Aus, NZ, and world wide.
The Cognitive Capacities We Improve
Our programs help students address the following types of learning difficulties. Select a type below to learn more.
“Please don’t erase that blackboard yet.”
Messy handwriting, miscopying, misreading, irregular spelling, speech rambling, careless written errors in mathematics, and poor written performance.
“I just don’t get it.”
Difficulty with reading comprehension, trouble with mathematical reasoning, trouble with logical reasoning, difficulty reading an analog clock, problem understanding cause and effect, reversals of ‘b’ – ‘d’; ‘p’ – ‘q’ (younger students and in more severe cases).
“I have a memory like a sieve.”
Trouble remembering oral instructions, difficulty following lectures or extended conversations, problem acquiring general information through listening.
“My words don’t always come out in the right order.”
Problem putting information into one’s own words, speaking in incomplete sentences, difficulty using internal speech to work out consequences, trouble following long sentences, breakdown of steps in mathematical procedures.
“People say I mumble.”
Mispronouncing words, avoiding using words because of uncertainty of pronunciation, limited ability to learn and use phonics, difficulty learning foreign languages, difficulty thinking and talking at the same time, flat and monotone speech with lack of rhythm and intonation.
“I’m sorry. Could you repeat that?”
Mishearing words and thus misinterpreting information, difficulty understanding someone with an accent, extra effort required to listen to speech.
“Planning was never my strong suit.”
Problem being self-directed and self-organized in learning, limited mental initiative, difficulty keeping attention relevantly oriented to the demands of a task necessary for completion, difficulty thinking, planning, problem solving, trouble seeing the main point.
“I was never a great reader.”
Poor word recognition, slow reading, difficulty with spelling, trouble remembering symbol patterns such as mathematical or chemical equations.
“I’m not good at remembering the names of things.”
Problem with associative memory, trouble following auditory information, trouble learning names of things such as animals, places, people, colours, days of the week.
“I am such a klutz.”
Awkward body movements, bumping into objects due to not knowing where body is in space relative to objects, uneven handwriting with variable pressure.
“I slur my words sometimes.”
Lack of a clear articulation of speech, some speech slurring.
“I’m just not good at reading people.”
Problem interpreting non-verbal information such as body language, facial expression and voice tone, weak social skills, difficulty perceiving and interpreting one’s own emotions, difficulty thinking, planning, problem solving non-verbally.
“My eyes hurt when I read.”
Slow, jerky reading with errors, eyes fatigue when reading, problem navigating in the dark.
“Have we met?”
Trouble finding objects, problem remembering visual cues such as landmarks, difficulty remembering faces and recalling the visual details of pictures.
“I am forever getting lost.”
Frequently getting lost, losing objects, messy and disorganized workspace, trouble constructing geometric figures.
“I’m not handy.”
Difficulty understanding the mechanical properties of objects, problems constructing or repairing machinery such as taking apart and putting together a bicycle or repairing a car.
“I couldn’t program the PVR to save my life.”
Trouble understanding the proper sequence of steps in a task such as sewing, cooking or computer programming.
“My reaction time is a bit slow.”
Poor muscle tone, which results in some degree of awkwardness and slowness of body movement.
“I’m not a numbers person.”
Finger counting, trouble retaining numbers in one’s head, difficulty making change, problem learning math facts, poor sense of time management, difficulty with time signature in music.
Friends of Eaton Arrowsmith
We are thankful for the support of our friends and partners.
What Our Students Say
Watch these video testimonials from Eaton Arrowsmith students.
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DID YOU KNOW?
A student with learning disabilities can lose $700,000+ in lifelong earnings if you don’t act to improve their brain’s capacity.
In 2018, Statistics Canada published an article entitled, “Canadians with disabilities: A demographic, employment and income profile, 2017.” The article noted, “Among youth with disabilities who were neither in school nor employed, 87% had a mental health-related disability, a learning disability, or both.” Finally, “Since those with mental health-related and/or learning disabilities accounted for 77% of youth with disabilities, this suggests they are disproportionately affected when it comes to being neither in school nor employed.”