Dyslexia is a word used to describe difficulty with learning to read and write, interpreting letters, words and other symbols, but does not affect general intelligence.

It is commonly thought of as: 

• Reversing letters and/or numbers
• Problems with reading, being slow at reading or is not able to read

However, these are only a few of the symptoms of dyslexia. No two dyslexics are the same, and all can experience difficulties on one day, but not the next.  These difficulties (along with other symptoms), are caused by the way the brain processes information differently.  It is not a defect, it is a difference.

There is evidence to suggest that dyslexia is inherited within families, however, the gene or combination of genes for having dyslexia may or may not be expressed.  Gene expression is influenced by environmental and life experiences; these then are significant to whether a person will develop symptoms of dyslexia.  If you know that there is dyslexia in the family, it helps to understand this if you or your child struggle with any aspect of learning, then you can address it. 

Because there are two sides to dyslexia, we are trained to work with an individual’s strengths to eliminate the symptoms of dyslexia.   Our programmes are structured to address the cause of the symptoms and facilitate a method of learning that resolves the confusions with words, once and for all.  One of the tools we use is guiding a person to know how to, and practise focussing their attention.  Then the confusions can be attended to. 

We work one-to-one either in person or in some circumstances on-line.  It is not computer-based.  The dyslexic’s creative, curious, intuitive approach to life and to learning that is a strength is what we utilize with our approach.  We offer a hands-on, practical, proven method of learning that suits visual learners/dyslexics.  Can you learn to ride a bike by repetitive computer exercises?  Repetition and rote learning do NOT work for picture thinkers. 

Medications such as Ritalin, a common type of stimulant medication to ‘treat’ ADHD in adults and children, are used to reduce the symptoms of ADHD, targeting neurotransmitters in the brain. It is given to children and adults with the purpose of helping them to feel more centred and have less scattered thoughts.  It helps in having more concentrated attention, with better listening skills.

The Davis methods help to focus attention, to hear and to communicate, without medications, and because the use of stimulant medications affects the ability to use the tools that are given within a programme, we encourage discussions and recommendations with a medical practitioner, prior to starting a programme with us. 

We are interested in our clients achieving long-term success without the use of stimulant medications.  For this to happen, the individual is invested in doing our programme, they want to flourish.  They will know how to use the tools that they are given from the programme, they will be practising using them, and will be supported to do this during and after they work with us.  There is an alternate answer, and this is a drug-free solution, that gives a person the control of their ADHD symptoms, with the aim of experiencing life in a way that causes the person to flourish and at the same time, celebrating their gifts.

At the root of ADD/ADHD is an inability to control attention, as a result of this, an individual struggles with many areas of learning, social relationships, and organisation.  This comes with  emotional impacts.  We work with individuals to first of all control their attention.  Then, we introduce concepts that have been missed or are incomplete and are then added to the person’s identity.  Individuals will be able to work from this new place, having the ability to focus their attention, create order in their life, and from a place of self-understanding and improved self-esteem.  The definition of ‘disorder’ transforms to a new understanding, that one is not broken or disordered.  A new way of learning begins, new behaviours emerge.

During the programme there may be observations or some particular experiences to have.  We specifically train a support person to complete necessary follow-up work, after the programme hours are finished. Our programmes are designed in a way that includes supporting you and/or your child with this work.  It is an important part of the dyslexia, ADD/ADHD and maths programmes, and ensures continued success.   

It is not an illness or a physical imperfection, and it does not need to be cured.  What we offer is a method of correcting the dyslexic symptoms, while acknowledging and utilizing the individual’s strong visual-spatial ability, picture-thinking talents, a key aspect of having dyslexia.  Research using brain imaging, shows that the brain of a dyslexic uses different areas for processing information.  Because of this, the dyslexic’s style of learning is different to a non-dyslexic.  Having a different learning style has no relevance to intelligence; what it does mean is that it is important that learning is delivered in a way that meets the needs of the individual.  

Yes they are related in that they stem from the same root cause.  A unique thinking style, a particular talent, related to how a person uses their brain to process information.  This is key here.  An individual will easily recognise and identify real world objects, by using their natural way of thinking, shifting the imagination and looking at the object or situation from several different angles, so as to understand what it is.  When this way of perceiving is used to recognize symbols, all of the senses are affected, sight, hearing, coordination and balance.  Ron Davis calls this the ability to disorientate.   It works really well when it is used in real world situations, it does not work when trying to recognize symbols, confusion builds, and this is when symptoms emerge.  These symptoms manifest as a difficulty with some area of literacy.  Disorientation and the inability to resolve the confusion is at the root of dyslexia, dyspraxia, dyscalculia and dysgraphia.  We provide the solution to resolve the confusions, once and for all.

Yes, it would.  From age 8 years and upward, this programme benefits everyone.  It is revolutionary in its approach. 

 The prerequisite is that you are keen for change.  What we mean by this is that you are experiencing difficulties in some area of your life that you no longer want to have difficulty with.

This can look different, for different people and for different ages.

It may be that sometimes the feeling of struggling in social situations, that you find it hard to connect with people because you can not stay with the conversation and you are constantly physically or mentally on the move.

Or you find that your anxiety is so strong around others that your energy system slows and you retreat to not be seen – these symptoms can get in the way of connecting with others. 

It may be that in your work life you feel like you are unsatisfied and that you have so much more to offer, but because you can’t arrive at work on time, or it takes you too long to complete tasks or projects, and often shift from task to task without giving your full attention to one thing; this can hold you back from doing what you love or making progress.  

So yes, people who have completed an Attention Mastery programme find that they are more equipped to connect with others, feel more organised, calm and focused. 

They can work out what would take priority on any given day, and can confidently structure their life.  It’s an opportunity to learn how to stay stimulated, to learn how to release the build up of feelings and people report they feel more calm and in control.

The Davis programmes are designed in a way that works with the individual’s needs and goals.  Typically, an Attention Mastery programme (ADD/ADHD will take 40-50 hours,and 50-60 hours for a Maths Mastery programme. We work with people one-to-one and ideally a programme is facilitated on consecutive days.  It is preferable to complete the programme in one block, which means that sometimes scheduling time off work or school to do this may be necessary.  We also understand that scheduling around life commitments can be difficult, and we are willing to discuss different options to meet everyone’s needs. Sometimes it can be better to work for one to two days a week for consecutive weeks, this too can apply for children of a younger age. 

The Dyslexia Correction programme takes 30 hours to complete, it is a one-to-one, in person or on-line programme, usually facilitated over a 5-day block.  We work with you and/or your child to navigate the best options, so just get in touch.

The introduction and instruction of the use of specific tools and specific methods for orientation.  The tools include guided methods for focussing attention, to feel calm and to control internal energy.  These tools are used throughout the programme and with continued practise, will become automatic.  All materials, including clay are provided for the programme and for any follow-up work. Support training for family members, teachers or tutors is given, unlimited phone calls, emails, and a further three, one-to-one, 1-2 hour follow-up sessions will be scheduled.  In addition to a specific Davis manual, we also provide an individualised programme resource folder outlining the programme content, including photographs of the work completed.

The tools that are shown in a programme will be taken into the real world, and can be used in all life situations.  A new way of learning is established and can be transferred to all learning environments.  The individual becomes practised and confident using the new techniques.  If requested, our facilitators will explain and show the teachers the methods that we use, and the reasoning behind them.  We aim to facilitate a smooth transition back to school following a programme, as ultimately, the new ways of learning are key to gaining knowledge and wisdom and using this knowledge in all future activities.

We also deliver the programme on-line. There will be explorations in the environment away from the office, and these will need to be planned for. This will be discussed before we start the programme, and we will agree on a plan that offers the best outcomes for the person.

This is a gentle non-invasive technique that allows the individual to become orientated to his surroundings and gain an awareness of self.

We introduce a tool to manage stress and anxiety levels, and a technique that helps the client regulate their energy levels, according to any situation.

We then guide the client to master fundamental life concepts, using soft non-sticky moulding clay, and each of the concepts are explored in the environment and in daily life.

The first group of concepts are best delivered consecutively, however we will work with individuals and families being mindful of their unique needs.

The last piece is the relationship concepts, these provide an understanding of the different types of relationships and behaviours that we can have with others, facilitating social awareness.

Within the programme, specific exercises are completed that give the ability to establish and create order and this idea is extended to things and situations in life.

For younger children, and for individuals with limited language ability, the Davis Autism Approach programme length is 15-30 hours to begin with. Delivery of the programme is then tailored to the individual needs and pace of the person and/or family who we are working with.

The Davis Concepts for Life programme takes between 60 – 120 hours. This can vary depending upon the level of support needed.

A Davis Concepts For Life programme for younger children under 8 years-old, takes from 20-40 hours.