The Dyslexia Caucus

This press release was originally published on January 22, 2015. WASHINGTON, D.C. – The House Dyslexia Caucus today announced its 114th Congress leadership with Congresswoman Julia Brownley (D-Calif.) and Congressman Lamar Smith (R-Texas) serving as bipartisan co-chairs.

“I am delighted to welcome Congressman Smith, who has been a leader in Congress on this important issue, as Caucus co-chair,” said Brownley. “As the mother of a daughter with dyslexia, I understand all too well the challenges that these uniquely talented and gifted individuals face. By bringing together individuals with dyslexia, community advocates, scientists, educators, and policymakers, the Caucus can play an important role in raising awareness about dyslexia, which affects millions of Americans. I hope the Caucus can help ensure that dyslexia is better understood and earlier identified, so that students are provided the necessary resources and accommodations to reach their full potential.”

“I am pleased to lead this important caucus with my colleague, Congresswoman Brownley,” said Smith. “As a member of this caucus and chairman of the House Science, Space, and Technology Committee, I have realized the importance of continued dyslexia research as well as the need for early detection and intervention in our schools. My hope is that this caucus will continue to play a key role in educating our colleagues in Congress and the public about dyslexia. Changing the way we approach dyslexia – as possibility rather than disability – can enhance opportunities and brighten futures for millions.”

Dyslexia is the most common learning disability in the United States, impacting Americans from all walks of life at all ages, including Members of Congress, their families, and thousands of their constituents. As many as one in five Americans struggle with dyslexia or other learning disorders. According to a November 2011 Government Accountability Office report (GAO-12-40), many students with learning and other disabilities, including dyslexia, are not receiving accommodations, such as extended testing time, required by the Americans with Disabilities Act (ADA) when they take high stakes examinations such as the SAT, GRE, LSAT, or US Medical Licensing Examinations and others.

The Dyslexia Caucus was founded as a bipartisan task force dedicated to increasing public awareness about dyslexia and ensuring equal educational opportunities to students with the disorder.

Interview: Artist Courtney Dodd

 

Today's interview features inspiring individual Courtney Dodd. Courtney is a conceptual artist living in Asheville, North Carolina. She earned an MFA from Virginia Commonwealth University, completed a two-year Core Fellowship at Penland School of Crafts, and has been honored with several artist residencies across the United States. She makes work that intimately explores the "psychological and emotional effects of shifting visual phenomena." In this interview, she shares the personal explorations of her own dyslexia story, as well as the advantages she experiences as an artist living and making with dyslexia.

Camp Spring Creek: Can you tell us when and how you first learned that you were dyslexic? How did this knowledge change your understanding of yourself and how you experience the world?

Courtney Dodd: I remember having to stay in during recess in preschool to practice tying knots. I was the only kid in my class that couldn’t tie my own shoes. Then, the challenge moved on to reading clocks. Far into elementary, it was difficult for me to read clocks and tell my right hand from my left. All of these are supposedly early signs of being dyslexic. I went to a private tutor for reading and memorized tricks for spelling. I thought of myself as trying to fit into a world that wasn’t personally, easily accessible.

Although I excelled at school, growing up I had a strong sense of embarrassment about my dyslexia. Handwritten notes were hidden and have long sense merged to spell-checked computer documents. But it has become apparent that anxiety is the true negative, rather than dyslexia, as the one thing that can hold me back. I learn and grow exponentially more when I am open, honest, and unafraid.

Being a dyslexic student has made be a better teacher. Being a dyslexic person has made me a more sympathetic friend. I am better in many ways for being dyslexic.

CSC: You make work that explores the duality of seeing and not seeing. We find that parallel with your dyslexia diagnosis fascinating, because so much of living with dyslexia has to do with "seeing" the world differently. Tell us a little bit more about the unique vision you bring to your work when you enter the studio--what is your goal, what is your desire, what is your attitude as you explore, etc.?

CD: An artist is essentially a filter for their environment. I absorb, filter and translate my surrounding atmosphere. My ultimate goal is to begin a thread of communication between my work and the viewer, which acts as a link between the audience and myself. In a fast-paced world, I hope to slow the tempo of the conversation and let the viewer marinate with my work. By searching for meaning in the artwork, we start an exchange between the work and the viewer, and back again—much like the washing of the ocean on the beach. There are no wrong answers, nor inaccurate translations. Just as in life, we each act as our own filters, deciphering the codes adjoining us.

Being dyslexic has at times been challenging, frustrating, and embarrassing. The complications of life are what help us understand ourselves more deeply and, most importantly, relate to those around us. Our happiest moments are always measured in relation to our most heartbreaking. There is forever a duality and paradox within the ebb and flow of life. Dyslexia is one of my struggles and yet, it is one of my accomplishments.

CSC: Your career has led to many successes--from artist residencies to solo exhibitions to teaching opportunities. Details and planning are sometimes a challenge for those gifted with what we like to call the "dyslexic advantage." Has this been your experience? If so, have any of your career successes presented you with challenges specific to dyslexia and how did you work with that?

CD: An artist has to constantly speak, write, and explain their work. Being dyslexic has at times proven difficult. I often hide my handwritten notes or journals because of my spelling and shorthand explanations. Some people misconstrue spelling mistakes or the confusion of numbers or letters as ignorance. Because I frequently jumble letters and numbers, I have a personal system of reviewing myself. Slowing down and checking and rechecking has become habitual. Calendars, electronic reminders, prompts, and apps all keep me on track and on-point for my goals, priorities, and schedules.

I often multitask between two different jobs during a day. I keep an electronic list of to-do notes and try to prepare all work before it is due to give time to make sure it is correct. Planning is helpful, preparation is constructive, but when I’m having a hard day and things aren’t lining up correctly in my mind, I find that patience with myself is most effective.

CSC: Tell us about what you are most excited about with regard to your artwork right now. What do you have coming up and what concepts are you exploring? How does that initial exploring begin for you--in your head, in a journal/sketchbook, in the studio, or something else?

CD: I am currently creating a body of work that revolves around the idea of seeing and the distortion of what is seen. I make blown glass filters, alter them by sanding their surface, and then take photographs through them. Water and condensation is also another media that I am taking images through. I consider myself a conceptual artist, which simply means that I am driven by my ideas. I begin with a thought and build from there. My material and form are shaped by my concept. Over time, my personal aesthetic has developed—but again, this has been shaped by my concepts and ideas.

The most fruitful moments in making for me have been during the creative process. I might have an idea, be working through a piece, or think I’m almost done. But there is an essential point, as an artist, that I have to be observant of during the development of a piece. This essential point is a selective and transient moment when an idea that originated in my head is transformed through working with my hands. This has the potential to become more than the original thought. This is the objective that I keep working towards; these ideas that are smarter than I am, that are a balance of thoughtfulness and hard work.

Courtney's work is driven by a genuine desire to explore the limits of what we see as it relates to what is actually there--both literally and metaphorically. What initiates doubt? What forms beliefs? How do we behave as a society if the act of revealing is simultaneously paired with the act of concealing? These are questions Courtney deeply considers, and some of her "answers" can be viewed here.

Interview: James Banister

Today's interview is with inspiring individual James Banister, the CEO of FXecosystem, a company that provides services to global money exchange markets. James is an entrepreneur with dyslexia who also spreads a message of empowerment with those he meets along the way.  Camp Spring Creek: We first learned about your work through this Guardian article, and were moved by your belief that "The most important thing dyslexic people want to prove is that there’s something else they can bring to the table." What is that "something else" for you and how did you find your way to that point in your life?

James Banister: For me the “something else” is the skills I have cultivated that don’t depend on reading quickly, such as creative thinking, problem solving and considering things from more than one perspective. I always wanted to work in the City of London (home to the UK’s hugely successful financial industry) and I was determined that the difficulties I faced during my education and my lack of formal qualifications were not going to stop me from getting there.

CSC: You talk about focusing on the wider picture of a business, enabling you to forsee problems before they occur and head them off "at the pass," as they say. It's been shown that many people with dyslexia have strong spatial thinking and analytical thinking skills. Can you tell us briefly about an example of these skills working in your favor, either professionally or personally?

JB: This has been central in formulating my business strategy and considering the future of the business, which is one of the most important aspects of running a company. I can picture a range of “what if?” scenarios and this helps me to anticipate (hopefully accurately!) how circumstances might evolve.

CSC: One thing you've done that makes your business stand apart is "develop innovative and cost effective FX connectivity." For those of us outside the business and trade worlds, what does this mean? Or perhaps most pertinently, what specific problem existed that you solved, and how do you think dyslexia might have played a hand in that solution?

JB: I have over 20 years’ experience in foreign exchange and my deep understanding of the industry enabled me to see how technology could be used to increase speed. For banks and other financial institutions, speed of pricing is crucial. FXecosystem provides access to high tech lines, over which FX prices travel and we can help to transmit this data to our clients much faster than the blink of an eye. Like many things which sound complex, it’s actually quite simple. My dyslexia helped me to bring a direct and analytical approach to where and how an improvement could be made in this market. When it comes to running the firm and gaining new clients, it helps that I enjoy developing and maintaining business relationships. However, it’s not enough just to have a successful meeting; it’s the follow up afterwards which really counts. Early in my career I honed my skills in taking notes (no one remembers everything they discussed), reviewing them straight afterwards and following through.

CSC: One thing we make a point to focus on at Camp Spring Creek is empowering our campers, giving them confidence in their abilities (rather than labeling a "disability"), and teaching them how to self-advocate. In all your travel, professional interactions, and meetings, have you met or worked with others who you believe might be dyslexic? Have you had occasion to discuss dyslexia with other adults and/or assist someone in identifying his/her learning differences and seeing those differences as an advantage?

JB: I have several friends who are dyslexic and they have fulfilling careers. Each of them has focused on where their strengths lie to achieve their goals. I often discuss dyslexia with family, friends and colleagues. Lots of children have dyslexia. I want to help young people get what they want and need from education as a route to a rewarding life. You are not alone in these challenges and the huge effort is worthwhile. Be confident and believe in your abilities and others will too.

Straight Talk About Reading by Moats & Hall

Today's book rec comes from Susie, whom you all know is a big believer in early intervention. While this book isn't designed specifically for children with dyslexia, it does detail accessible, easy-to-implement tips for basic reading and spelling skills that can compliment what your child experiences in school...and in some cases, may even help you identify early signs of dyslexia in your own child. From Amazon's book page: "Today's parents are increasingly concerned about the reading and spelling skills taught in schools and are taking charge of their children's education. Full of ideas and suggestions­­--from innovative preschool exercises to techniques that older children can use to increase reading speed and comprehension--­­Straight Talk About Reading will instantly help any parent lay a solid foundation for their child's formative educational years."

And from a thoughtful reviewer: "In today's world, reading is an essential component in a very competitive, highly technological society. More and more parents should be making efforts to advocate for quality reading programs in their schools. This book by Hall and Moats is a comprehensive guide for parents about current researched based practices in teaching reading. Susan Hall has traveled the road as a parent of a child who had difficulty learning to read. Louis Moats, Ed.D has extensive experience in the field of reading as an educator, researcher, consultant and writer. The book has been divided into three parts: 1. Background Information - all the information you need to make informed judgments and decisions about your child's reading instruction, whole language vs. phonics. 2. What Parents Can Do To Help Their Child - numerous explicit activities and games to support you child's progress in reading. 3. When Reading is Difficult - discussion about disabilities vs. poor instruction; learning disabilities and dyslexia."

Interview: Max'Is Creations

Today's interview is with an inspiring young man named Max J. Ash. Max is a budding entrepreneur with dyslexia who created a slam-dunk mug design at just eight years old. When asked by his 2^nd grade art teacher to make a mug, Max had the ingenious idea to add a hoop for tossing marshmallows into hot cocoa.  Max’s parents helped him submit The Mug With A Hoop^TM to a product innovation contest held at Fenway Park and he was named a top ten finalist and winner of the community vote.  A full court press put the mug into production and with over 18,000 units sold (approximately $400,000 in retail sales) in the first few months on the market, it now serves as a model success story that raises support and awareness for the upside of kids who learn and think differently.  Max was recently issued his first patent from the U.S. Patent office and he has additional patents pending.  He is Chief Creator and Chairman of the Board of MAX’IS Creations, Inc., the family business he now runs with the help of his parents and brother Sam.  He is currently in 4^th grade at The Carroll School in Waltham, Massachusetts, a school for children with language-based learning disabilities. He is an avid baseball and basketball player and connoisseur of basketball shoes and socks. Max's full story and Max'Is Creations business are worth checking out. We're delighted to publish his interview, below:

Cam Spring Creek: Your idea was born out of two passions--food and sports. Tell us a little more about your favorite teams and some of your favorite versions of games to play with your mugs.

Max: Well, my favorite basketball team is the Oklahoma City Thunder.  I have two favorite baseball teams:  the Red Sox and the A’s (Athletics). For games to play with my mugs, I like to toss marshmallows into hot chocolate. Kids can play H-O-R-S-E with my mugs. 

Max's older brother Sam, who helped him with the interview, adds: And if they have two mugs they can play against each other.

CSC: Out of all the steps you've taken to go from your initial assignment in school to a successful business with multiple patents (or patents pending), we're most curious about the manufacturing. How did you decide on MudShark Studios in Oregon and are the white mugs still made there? How did you decide on the manufacturer in Thailand?

Max: It was hard to find a place to manufacture in the USA.  My dad found Brett Binford of Mudshark Studios in Portland Oregon and he offered to help me make my mugs.  We sent him 3D printed pieces that he could use to make the molds.  And then he made my first edition white mugs. The mugs made at Mudshark Studios cost too much to sell them.  So we tried to have my mugs made in China but the factory did it horribly.  So then we found another factory in China but it looked bad. The color was bad and the rims were crooked.  So then my dad searched up people and found Ed Weiner at Maryland China Company. Ed works with a great factory in Thailand and he has become our sourcing agent and manufacturing partner. He does the factory visits and tells people what to do to make the mugs right and they ship them on a boat to us.

CSC: Part of your path has involved presenting to large groups of people, sometimes reading a speech. Because reading, in particular, is often a notable challenge for people with dyslexia, we always like to ask folks what special tricks or techniques they employ as they practice and prepare for important presentations. Can you fill us in?

Max: I have a hard time answering questions and do better reading off a script.  Sometimes my parents help me create a powerpoint and I read that and in some interviews they have a teleprompter.

CSC: We're curious about what advice you would give to a creative, young person like yourself who also has dyslexia...maybe this person is full of innovative ideas, but doesn't have a support network in place (like your awesome parents!) or feels that nothing they do is good enough. What might you say to this person?

Max: Keep trying to work harder and try your best.

Camp Spring Creek: Our campers come from all over the world to spend 4-8 weeks with other creative thinkers and make friends for life. But many have had experiences before they arrive that don't sit well--feeling misunderstood at school, experiencing low self-esteem, unexplained challenges, or constant comparison to their peers. What is your "dyslexia discovery story," including some highs and lows?

Max's older brother Sam answered this question: When Max was little, he didn't learn at the same pace as everyone else in his classroom so he had a hard time learning to read. My parents found The Carroll School, which is a school for kids with learning disabilities. Since going to Carroll, Max's reading has improved gigantically and he has improved on his writing. Max has learned that he's as smart as everyone else he just needs different kind of teaching.

In Their Own Words: Mother & Son Spark Giving

Ben’s full story is posted here. We’re using today’s blog post to further help Ben in his self-motivated, self-organized fundraising efforts to send one if his friends in need to camp this summer. Big Heart Ben's online campaign is here.

“Ben’s really excited about trying to be part of something that will help other kids out in the area,” says his mother, Melisa Cadell. “It can be very hard to locate and expensive to have OG tutors in the classroom. It’s out of reach for many people in Mitchell County. Any awareness raising that we can do feels really important.”

Ben wrote a letter to hand-deliver to local businesses, which has gotten the ball rolling. Although the funds will go directly to help a Mitchell County child, he’s accepting donations from around the globe and would be delighted if any blog readers want to help out.

“Toward the end of last summer, Ben kept talking about his friends from school who would benefit from Camp Spring Creek,” says Cadell. “He realized he was experiencing and amazing transformation and realized that if other students had that opportunity it would also be beneficial.”

Any amount—from $10 to $100—will help Ben reach is goal to raise $3350 (with Camp Spring Creek providing matching funds). Here is his letter:

Dear Community,

My name is Ben. I am a student in Mitchell County. I was tested for dyslexia last year. I was tutored and went to Camp Spring Creek.

I learned to read better. I met people from all over the world. They were dyslexic like me. I want to help other kids like me. Please help me raise money for their camp.

Thank you,

Ben

His mother’s also wrote a letter, to accompany Ben’s:

Dear Community Leader,

Enclosed you will find a letter from my eleven-year-old son discussing the challenges of a condition called dyslexia. It affects about 15-20 % of any population. About 5% are severely limited in their education if the problem is not addressed.

There are limited opportunities for the public schools in our area to assist these students due to the lack of public funding and properly trained tutors. Dyslexia is neurologically based and creates difficulties in processing of information. It is not a sign of poor intelligence; rather, many dyslexics go on to become successful because of their innate ability to find inventive ways to solve problems. They are often gifted in areas such as math, science, engineering, art, and technology. That being said, too many fall between the cracks and are limited because of their failure in our education system.

The stigma that my son and other dyslexic students are finding the most difficult to maneuver is that they are often categorized as unable to learn at the normal classroom pace. Reading is such an important component in testing and, because of this, they are often retained and or placed in classes that do not expect much from them.  

We are fortunate in this small community to have a special camp that serves an international dyslexic community with tutors and counselors that come from all over the United States and abroad. Camp Spring Creek offers and opportunity for these underserved students to learn and thrive. Specially trained tutors help campers organize time, learn how to decode language, understand vocabulary and improve fluency.

The cost of the camp is very expensive because of the specially trained staff and the extracurricular activities they offer. Many young people in our area cannot afford the tuition, but through a generous opportunity granted by their Board of Directors last year, my son  was allowed to attend as a day camper. In a four-week span he improved his reading by two grade levels. He is now attempting to make this possible for other students by helping raise awareness and speaking to public groups who could help fund the opportunity for others.

If you can contribute by having him speak at your organization or by financially donating funds to this cause, you would be making a difference in the life of a student who has struggled so hard to gain an education within a system that is often unable to help because of limited funding.

Thank You,

Melisa Cadell

Donations for Ben's cause can be made by calling camp at 828-766-5032 or giving online right here.

5th Grader Fundraises for Camp Spring Creek

This feature article was originally published on the front page of the Mitchell County News. We've omitted the camper's last name and for this online version, but are delighted to share Ben's exciting news and support him in his selfless donation campaign to help send a friend to Camp Spring Creek. Please read this touching story, and spread the word if you feel inspired. Our campers never cease to amaze us and Ben's hard work might just pay off!

Spruce Pine, North Carolina – January 30, 2015 – Ben, a 5^th grade student at Bowman Middle School, launches a county-wide campaign to raise $3,350 to send a fellow student with dyslexia to Camp Spring Creek in Bakersville, NC.

At the end of Ben’s 4^th grade school year, his tutor and co-founder of Camp Spring Creek, Susie van der Vorst rewarded him with the opportunity of a lifetime: In recognition of Ben’s hard work as a dyslexic student struggling with reading, the Camp Spring Creek Board of Directors agreed to send Ben to camp for 4 weeks as a day student, completely free of cost. The gift was valued at a little over $6,700—a financial impossibility for Ben’s family. He graciously accepted the gift.

Recently, Ben decided to pay that gift forward by raising funds to help a fellow student with dyslexia attend camp. “I’m dyslexic and there are other kids like me at school. I went from the C list to the A/B honor roll this year,” says Ben. “At camp, I learned that I could achieve things. I didn’t even think I could start typing. I could barely read. I thought that I was stupid. I want to help raise money for kids at my school or other schools around Mitchell County to help them so they can go to camp and experience what I experienced.”

Susie and Steve van der Vorst, co-directors of the camp, have agreed that the camp will supply matching funds to cover half the tuition for up to two local children. If Ben’s fundraising efforts raise $3,350, one child can attend Camp Spring Creek as a day student for 4 weeks. Double that, and two Mitchell County children with dyslexia could receive guidance, tutoring, confidence-building, and outdoor experiences specifically catered to meet the unique needs of children with dyslexia—a learning difference that affects 1 in 5 children worldwide. Although the cost of day camp did not increase this year, it remains high because of the level of training the staff and tutors attain, in addition to one-on-one programming.

This school year, Ben is excelling, in no small part because of his team of 5^th grade teachers at Bowman and the tangible gains he made at camp. Camp Spring Creek is one of only three certified camps in the United States that offers Orton-Gillingham tutoring, a specialized approach that teaches the structure of language using multi-sensory learning experiences. Ben’s reading abilities leapt two grade levels in just 4 weeks of camp, and now he enjoys books at the 5^th and 6^th grade mark. “What blows me away is that now I’m reading these sports books about people who didn’t believe in themselves but ended up growing up to be All Stars. Also, one of my favorite books is Summer of the Monkeys.” In addition to an academic and outdoor curriculum, the camp emphasizes community, social skills, and building self-confidence by teaching children to advocate for themselves. “It felt really good to see that there were other kids like me at camp,” says Ben. “I got to meet people from all over the world—Janusz was from South Africa and one person was Danish and there was a girl there from Turkey…”

To date, Mike Brown Subaru Dealership has donated $200 to the cause and also posted a video on Facebook that went viral—yielding thousands of hits. Arts Centered of Bakersville has joined the pledge, with several other promises for support coming in via email. Melisa Cadell, Ben’s mother, has been helping Ben learn about how to approach businesses. “Ben told me he thought he could write a letter talking about some of his struggles,” says Cadell. “We worked on the letter and I wrote one as well. I wanted the experience to be powerful for Ben, but I also wanted it to be powerful for people who received the letters. We knew that meant the letters should be hand-delivered.”

Together, Ben and his mother have been driving around town. Ben enters the business and presents his best introduction, then share his letter. The accompanying letter from Cadell emphasizes that Ben is not only asking for funds, but also offering to present to local business or organizations, such as the Rotary Club, so that more people become informed about dyslexia. “The stigma that my son and other dyslexic students are finding the most difficult to maneuver is that they are often categorized as unable to learn at the normal classroom pace,” says Cadell. “Reading is such an important component in testing and because of this, dyslexic students are often retained and or placed in classes that do not expect much from them. The students are aware that the classes are leveled and they know when they are being moved around because of something ‘different.’ We are fortunate that Ben has amazing an amazing team of teachers that have really gone out of their way.”

Still, Ben will likely spend much, if not all, of his education years working many times harder than children without learning differences simply to “keep up” in an education system that lacks proper funding to access to the best learning models. Although equal education for children with dyslexia has been federally mandated since 1975, in poorer districts of the country, progress is slow. “There are limited opportunities for the public schools in our area to assist these students due to the lack of public funding and properly trained tutors,” says Cadell. “Dyslexia is neurologically based and creates difficulties in processing of information. I’ve been on both sides, as a parent and as a former teacher, and I know that when each child requires a different method of learning, things in the classroom can get really complicated, really quickly.”

With a little more luck, effort, and compassionate giving, Ben might just reach his goal to send a fellow dyslexic child to Camp Spring Creek for one month. When asked if the second scholarship might be given to him, both Ben and his mother fervently declined. While they can’t afford to send Ben back to camp, their motivation remains focused on helping others. For information about the camp, to invite Ben to your business for a free dyslexia awareness presentation, or to make a donation toward the local scholarship, please call 766-5032 or visit this page.

In Her Own Words: Photographer Anina van der Vorst

If you ever wondered what it's like to grow up at a summer camp, I am the perfect person to ask. Being the daughter of Susie and Steve, I have spent practically every summer of my existence tucked away in the mountains of North Carolina at Camp Spring Creek. When Camp Spring Creek was founded, I was only five years old and the campers seemed like giants to me. Since then, I have filled the role as camper, dishwasher, kitchen helper, art assistant, typing teacher, and--as of two summers ago--photographer.

When I am taking photos at camp, it is important for me to capture the moments that will be remembered in the campers' minds forever. I find it important to capture the friendships that are formed, confidence that is built, and learning that is inspired. I look for the secret moments of an older camper helping a younger camper cross the creek, or teammates cheering each other on during a relay race in swimming. These moments, along with composition and lighting, are what make great photos.

When thinking back to the photos that I have taken this previous summer, one in particular comes to mind as one of my favorites. It is a picture of a fourth-year camper who, for the first time that year, decided she would give wakeboarding a try in Lake James. After getting up on the wakeboard for a few seconds, her confidence soared to the sky and I am so happy that I was able to capture that moment she will remember for the rest of her life. This photo is an example of how photography requires the photographer to be in the right place at the right time. As always, even with thousands of photos from the summer, there are always so many moments that were never captured on camera. That is one of my favorite parts about being the photographer at camp. In a way, I get to choose what parts of camp get displayed to the whole world, and which moments will be locked away in the camper’s minds.

Photography is a medium that is constantly changing, and there are always new things to learn. During my recent trip to the Netherlands, I got to spend some quality time with my aunt, who is also a photographer, learning tips and tricks as well as learning the different effects of using portable reflectors. As well as spending time with my aunt, I was able to learn a few tricks using Photoshop with my uncle, who is a graphic designer. Experimentation has also been a great tool to help me develop my “style.” This past fall, I launched my own photography business as a way for me to practice and gain experience in the photography field. Business has slowed down during the cold winter, but I already have a session scheduled for the spring. I am excited for another summer doing what I love in a place that I love. Camp Spring Creek is where my heart is, and I am so excited to give back to this organization that has filled my summers with adventure and friendships since I was five.

OG Associate Level Training in May

Interested in Associate Level Orton-Gillingham training? We currently have a training scheduled for May 15th through the 25th. The Associate Level Course is an intensive week-long course for individuals holding a bachelor‘s degree. It is the basic course in the Orton-Gillingham approach, enabling instruction with better understanding of the structure of language and multisensory teaching. The course comprises an in-depth introduction to phonology, structure of English, characteristics of dyslexia, multisensory teaching, assessment tools, grammar and written expression. It includes interactive demonstrations and activities using the OG method. A practicum is available upon request (additional cost), which includes observations and mentoring.

If you or someone you know is interested in receiving training, contact us today to begin the registration process or you can download the program details and registration form right here.

Curious about how it all plays out? Check out some of our training videos on our YouTube Channel.

Talk Radio Just for Us: "Dyslexia Talk"

Dyslexia Training Institute is now offering a free, great resource easily accessible through your phone, computer, or iPod. Their Blog Talk Radio show, "Dyslexia Talk," is accessible here, with in-depth shows including everything from interviews to teacher spotlights. The have 14 episodes posted so far and we wanted to give them a "shout out" while there's still time to catch up on anything you've missed, and subscribe so you don't miss any more. According to their website, DTI's "mission is to provide education about dyslexia, interventions for dyslexia (Orton-Gillingham) as well as how to navigate the educational system by understanding Special Education Law." They offer online courses for parents, teachers, administrators, and more, and believe in bringing our broader LD and dyslexia communities together using all the advantages technology has to offer.

Different Learners by Jane M. Healy

Part reference book, part testimonial, camp co-director Susie recommends the book Different Learners as a go-to guide for parents navigating the waters of a child's struggles in school. Whether social, classroom, or emotional differences arise, chances are good that author Jane M. Healy addresses them in her book. From the Amazon book page: "Today’s fast-paced, stressed-out culture is hazardous to growing minds, says Healy, and a growing 'epidemic' of children’s disorders is the result. Different Learners offers a complete program not only for treating the child, but also for making more beneficial lifestyle choices at home and improving teaching techniques at school. It shows parents and caregivers how to prevent some learning difficulties from ever happening in the first place. It explains how to have your child evaluated if necessary, and, if a problem is found, how to evaluate various treatments. Different Learners explains how medications for attention and learning work in the brain and why they should not be the first step in most treatment programs. It shows how schools can actually worsen a child’s learning difficulties and how to make sure this doesn’t happen to your child. It even offers a program for 'brain-cleaning' that will help any child perform better in school."

Video: Detached Syllable (part 2)

Here's part 2 of our detached syllable drill video!

Watch as OG Fellow Susie van der Vorst works with a tutee to practice spelling detached syllables.

The video presents several teachable moments--a great guide for aspiring tutors

to consider as they work on best practices for teaching children on the spot.

 [youtube https://www.youtube.com/watch?v=jJLw6xaTrJQ&w=640&h=360]

Video: Detached Syllables (part 1)

Here's the final installment of our Homeschool Retreat video series from last fall--a two-part video clip

demonstrating the auditory portion of spelling practice with detached syllables.

Every lesson provides a chance for a teachable moment,

and today's video, as well as part 2 (forthcoming), are no exception:

 [youtube https://www.youtube.com/watch?v=ySyMM-caSvw&w=640&h=360]

In Her Own Words: Lesley, parent

"My husband and I talked with our son Winston about how being dyslexic doesn’t mean he isn’t smart, simply that he has to find learning strategies that work for him. But I don’t think that really took hold until he was in an environment where all the kids were in the same boat. Camp Spring Creek was an extremely positive experience for him. Winston returned home with a lot more confidence and higher self-esteem, which has translated into being a better self-advocate and improved grades at school. ” (Lesley Toutain, Winston's mom)

Video: VCCV Accuracy Drill

Watch as OG Fellow Susie van der Vorst works with a tutee, adjusting the lesson in real time to meet the student where he is--a fine balance of challenge and encouragement, with corrections and nurturing throughout.

 [youtube https://www.youtube.com/watch?v=1q_KeY2wM_Y&w=640&h=360]

My Dyslexia by Philip Schultz

We're especially excited about this book featuring dyslexia because it's written by a Pulitzer Prize winning poet. While all the parenting and teaching books we recommend are great resources, My Dyslexia is a memoir. In other words: sit back, relax, and enjoy this powerful, well-written story of one man's life with dyslexia and how, when his son was diagnosed, everything changed. From the Amazon author page: "Despite winning the Pulitzer Prize for Poetry in 2008, Philip Schultz could never shake the feeling of being exiled to the 'dummy class' in school, where he was largely ignored by his teachers and peers and not expected to succeed. Not until many years later, when his oldest son was diagnosed with dyslexia, did Schultz realize that he suffered from the same condition. In his moving memoir, Schultz traces his difficult childhood and his new understanding of his early years. In doing so, he shows how a boy who did not learn to read until he was eleven went on to become a prize-winning poet by sheer force of determination. His balancing act—life as a member of a family with not one but two dyslexics, countered by his intellectual and creative successes as a writer—reveals an inspiring story of the strengths of the human mind."

Video: Pencil Grip

Here's the latest in our video series of tutoring, tutee lessons, and observations.

View additional videos right here.

[youtube https://www.youtube.com/watch?v=-hBFCcH7CMY&w=640&h=360]

We're Headed to Connecticut!

We're taking our show on the road this week with an exciting presentation and Camp Show in the Farmington Valley near Hartford, Connecticut. One of the greatest things about Camp Shows is the opportunity to provide "on the ground," free public instruction to a new, diverse audience. Why Connecticut? The parent of a beloved camper invited us, that's why! Read about this parent's observations of her son after Camp Spring Creek in the following press release. If you'd like to host a Camp Show in your area (and see Susie!), just call our office and let us know.

Dyslexia Awareness & Camp Show

West Hartford, Connecticut – January 21, 2015 – Nationally known dyslexia advocate and camp director Susie van der Vorst presents on early intervention, signs, and solutions.

Camp Spring Creek, located in the Blue Ridge Mountains of North Carolina, is an academic and recreational camp supporting dyslexic children ages 7 to 14. Invited by a local West Hartford family whose child attended the camp, co-founder and director Susie van der Vorst will discuss early intervention practices, signs, and solutions for parents, teachers, and administrators. van der Vorst will also facilitate a brief discussion of Camp Spring Creek and take questions from the audience. The event is free, open to the public, and welcomes children.

According to van der Vorst, with support, people with dyslexia often lead lives of accomplishment. Some of the most successful people in history had dyslexia, including Winston Churchill, Thomas Edison and Walt Disney. “So many people with dyslexia are misunderstood,” said van der Vorst. “But just look at the wonderful role models we have! Many succeed in spite of their education. Imagine how they’d be if they had been instructed in the ways that they learn best.”

One of the most highly effective methods for such instruction is the Orton-Gillingham approach. It teaches the structure of language using multisensory techniques that lead students to see, hear, and write a concept at the same time. Processing a single concept in many different ways allows dyslexic kids to grasp skills they cannot learn using traditional methods. It’s that approach that drew West Hartford’s Toutain family to the Blue Ridge Mountains, where Winston could attend 1 of only 3 residential camps in the United States accredited by the Academy of Orton-Gillingham Practitioners and Educators.

“We knew dyslexia was a possibility for our son Winston because his father and paternal grandfather have dyslexia. It was important to ius to try and find something that could help, that would also be accredited,” said mother and West Hartford resident, Lesley Toutain. “My husband and I talked with Winston about how being dyslexic doesn’t mean he isn’t smart, simply that he has to find learning strategies that work for him. But I don’t think that really took hold until he was in an environment where all the kids were in the same boat. Camp Spring Creek was an extremely positive experience for him.”

The academic program at Camp Spring Creek includes one-on-one tutoring using the Orton-Gillingham approach, keyboarding and writing classes, one hour of reading aloud each day to camp staff, and one hour of study skills. Optional math remediation or enrichment is available. The activities offered by the program include wood shop, art, swimming, orienteering, and waterskiing. There are also field trips to explore the surrounding Blue Ridge landscape and culture. “We often see students make two to three years worth of progress during a six to eight week session at camp,” said van der Vorst. “Our approach is designed to target a child’s individual strengths and weaknesses and help them excel. But we also recognize the value of keeping kids active throughout the day. These kids can’t learn as well if they’re stuck behind a desk. The learning needs to be hands-on so that they can get multiple senses involved.”

The info session will be held Wednesday, January 21 at 7:00 p.m. at Saint James’s Episcopal Church, 1018 Farmington Avenue, in West Hartford. For more information, call (828) 766-5032 or visit www.campspringcreek.org.

Interview: David Flink Thinks Differently

Today’s interview is with inspiring individual David Flink. According to his website, “David, like so many of the kids on whose behalf he serves today, struggled through much of his pre-college education, feeling marginalized by his education as a whole. Although his parents and teachers frequently reassured him that college was in the cards, he would have found that message more actionable, and useful, if it had come from a peer, a person with a learning difference who had finished college. With that in mind, David co-founded Eye to Eye in 1998 while a student at Brown University. Eye to Eye is the only national mentoring movement that is empowering young people with LD by giving them a mentor who shares that experience.” Last month, we recommended David’s book, titled Thinking Differently, and this month we caught up with him by phone for the following interview. Camp Spring Creek: We’ve seen your video for the Dyslexic Advantage Conference and appreciated your take on life. Can you briefly tell us your dyslexia discovery or diagnosis story?

David Flink: I was pretty shy as a kid. I had moments of feeling gregarious, especially in things unrelated to academics. If you asked me to pull a quarter out of someone’s ear, you would see a different person than you saw in school. Things really came to a head for me in fifth grade when I went to a Jewish day school, with half the day in English and half the day in Hebrew. I was pulled aside because I was struggling and had all English all day. But it wasn’t that I needed more English, it was how my brain worked. It was not the fault of the teachers, of course, they just didn’t really know about dyslexia in the same ways that we do now. That school actually now has a program for dyslexia with better options. At any rate, at that point in my life I was completely bankrupt in terms of my self-esteem. Thankfully, my parents understood and I was tested and diagnosed.

In some ways, that diagnosis was a relief because I had a word to describe my problem. But in other ways, the words “dyslexia” and “ADHD” and “diagnosis” are not words that inspire a lot of hope for a 5th grader. Because of that, the real “discovery” and optimism happened for me when I was invited to leave the Jewish day school and transferred to the Schenck School in Atlanta. Over the course of two years, I became a square peg with a square hole. My diagnosis finally felt like a discovery and a community, not a condition.

CSC: You're currently touring and speaking due to the success of your book, which we recommended to our readers. Have you faced any surprising challenges on the road that are specific to your dyslexia--perhaps expectations from people managing or organizing events--that have provided a chance for you to creatively problem solve and come at things a different way?

DF: I’ve had some really unusual experiences specific to my dyslexia. If I could point to one that really fleshed out what it means to be a dyslexic author and the goals of Eye to Eye, as well as what it means to be an empowered learner, it would be the interview that I did for a particular radio show. Things were moving so quickly this year that I didn’t have a lot of time to prep. I just sort of showed up. I figured the show would want me to do a reading and I had a passage of my book memorized. I showed up, but they had selected their own parts of the book that created a cohesive message of its own. I didn’t have any of that memorized.

I said I couldn’t do it that way. They said, “What do you mean, you wrote it?”

It turns out, the show was pre-recorded and I had time, so I used my own advocacy skills—the same skills I pinpoint in the book—and I asked for double time to do the recording. Eventually, I memorized their selected passages and read it with the passion that they wanted. It went on the air and it all went over fine. I liked that the experience, in the end, probably taught them a little bit about the scope of all learners and opened them up to being more prepared for hosting dyslexic authors in the future.

CSC: Along the same lines, as a public speaker, is there something you wish other people knew about that experience for someone with dyslexia that doesn’t often come up?

DF: You can’t look at me and know I have ADHD or dyslexia at first glance. In many ways, I think my goal is to normalize that and help underscore that the way I learn is the same for 1 in 5 people in America—literally one of the largest minority groups in the country. I’m hopeful that people who come and hear me speak will understand that I can be an example of the potential for all learners, not just 1 in 5. The key to embracing that potential is unlocking how individuals learn best. Highlighting my two deficits and turning them into strengths, while acknowledging that there are things that will always be hard for me, is still okay. If you embrace the idea that our diversity as learners is a good thing, you can see that it essentially makes us more productive citizens, friends, spouses, brothers, sisters, workers, etc. At our Eye to Eye offices, 80% of our staff has a diagnosed learning difference. We show up with our strengths and our deficits on our sleeves. We can work better that way.

CSC: You seem to have a great sense of humor and welcoming energy. Often times, a gregarious personality is the result of overcoming an inner struggle, private confusion, or loss. Have you always been outgoing, or did you have to teach that to yourself? Did you meet or learn about any role models along the way who informed you about the best way to present yourself?

DF: I think I’m probably naturally a people person, even though I’m more of an introvert. The thing that I taught myself was how to use my story and the story of Eye to Eye as a way to help the world. I like telling stories and I grew up hearing stories. My grandfather was a barber, so if you’ve ever been to an old barber shop, you know that half of it is about how you cut hair and the other half is about what you hear while you’re there. I was always out to do what my grandfather did—the storytelling part—and I had to teach myself that, particularly the public speaking aspect. My general feeling is that you should be whoever you want to be. My ideal evening is often just sitting with my wife and a cup of tea and reading the newspaper quietly.

CSC: Let's talk about this idea that dyslexia is this ability rather than a disability. We agree, and we tell our campers that every single day. Can you give us a real-life example of experiencing your ability in a way that let you think outside the box, creatively respond, or solve a problem when your peers without dyslexia were still "stuck" trying to find their way through?

DF: I like to think that probably happens on some level everyday, because you never grow out of your dyslexia. I would say that best idea that ever came out of my dyslexia and seeing the world differently is Eye to Eye. So many people in this world want to help kids with LD and dyslexia and that’s wonderful, but it’s still not enough. In addition to caring parents and caring teachers, I came to understand that I could play a role that no one else had seen before. I could go meet with a child and tell them what my experience was with LD and listen to their experiences and be a support. In some cases, those kids didn’t have a supportive parent or a place like Camp Spring Creek, so I was the only outlet. In other cases, what I offered enhanced the trajectory for that kid. My ability is my story and only I have that. Seeing that, for me, changed everything.

One of the most exciting things I’ve seen in Eye to Eye is that after our mentees get mentored, they often become mentors. Now, they’ve become so engaged in learning, that many of them are staying in education. That impact is huge. That’s taking a disability and turning it into this ability to think differently.

Interview: Sheneen Daniels

Today's blog features inspiring individual Sheneen Daniels. Dr. Sheneen Daniels is the Director of the Clinical Division for CReATE, a unique private practice specializing in the provision of evidenced-based evaluations and the implementation of applied clinical research. At CReATE, she manages all clinical, administrative, programmatic, supervision, and training for a team of doctoral-level psychologists, graduate students, and other clinicians. She is a licensed psychologist with over 15 years experience in the assessment, diagnosis, and treatment of mental health and neurodevelopmental disorders and conditions. Dr. Daniels currently holds a position as Clinical Assistant Professor in the Department of Psychiatry at The University of North Carolina at Chapel Hill, with primary duties as Consulting Psychologist to the UNC TEACCH Autism Program (Asheville Center). Camp Spring Creek: You have conducted thousands of psychological evaluations, many for children with learning differences such as dyslexia. Based on your experience, if there was a message you could give to others about how these children experience the world, what message would that be?

Sheneen Daniels: Well, I think the main message would be that children with dyslexia are as unique and diverse as children without dyslexia, and although it is very important to identify dyslexia early in development, I think it is just as important to identify the strengths and gifts of children early as well. I have seen children with dyslexia who are socially gifted,  masters at constructing things with their hands, unbelievably musically talented, stellar math students, or athletically gifted; the list goes on and on. Every child has a gift and it is important to identify and build upon these strengths, particularly as you are addressing the child’s challenges with reading and/or school in general. The second most important message is to instill hope with understanding. When parents first receive a diagnosis of dyslexia for their child, sometimes it can be overwhelming and they may believe the diagnosis will be a barrier to their child’s long-term success. The child may have started to feel demoralized as school is a big part of a child’s life and receiving a diagnosis may make them feel as if something is inherently “wrong” with them, rather than understanding that his/her brain may just process information differently. However, with the right intervention, support, and a focus on the child’s strengths, children with dyslexia can be quite successful and the possibilities are truly endless!

CSC: Your career demonstrates an admirable commitment to both research and meeting the needs of people with neurodevelopmental conditions and disorders. Those of us who don't work in the sciences often carry an image of the researcher as an inaccessible scientist, dressed in lab whites, holding a clipboard, and sternly overlooking his/her case studies. Can you tell us a little bit about how you balance the emotion and the science of your work? Do they have to be separate? Or perhaps more keenly stated, how do you negotiate the balance between passionate interest and emotional investment, with the objectivity that clinical research requires?

SD: I firmly believe that psychological testing is both a science and an art. Science in that it requires hypothesis testing, data collection and interpretation, as well as a strong, understanding of evaluation instruments, statistics, and current research. However, it is also an art, because it requires creativity, experience, and compassion in order to translate the science in a way that will be helpful for a particular child or family. It really doesn’t matter how much knowledge you have about statistics or research if you can’t present the information in a way that makes sense for the ones who need to understand it. On the flip side, you can have a lot of compassion but if you do not really understand how the science informs clinical practice, then your ability to help the child or family is limited. Every clinician will talk about cringe-worthy cases early in their career, largely related to their inexperience, self doubt, or refusal to think creatively or flexibly. For me, the cases where I was unable to effectively communicate and instill hope, encourage exploration, and ultimately inspire the family (or child) to move forward, tend to be my greatest regrets. At this point in my career, I can share so many wonderful success stories with parents and children who are receiving the diagnosis for the first time, and this can be very inspiring for them as well.

CSC: There are many barriers to early intervention, not the least of which is simply awareness of the fact that early intervention is important and can yield successful outcomes for children with learning differences. But I'm thinking about some of the families in our neck of the woods--many of whom would struggle to get a day off of work (losing pay) to take their child to Asheville (gas money) for an assessment they can't afford. What options do these families have or where might your refer them?

SD: The child’s school system can be the best place to start, though there admittedly are barriers in this environment as well.  There can be long timelines and the school is not required to test a child just because the parents request it, although making the request is the first step and should be done in writing. Parents should remember that they are their child's best advocate and communicating regarding their concerns and/or their child's progress can be instrumental. Regarding private evaluations, insurance and Medicaid do not cover psychological testing solely for educational purposes or to determine if a child has dyslexia specifically. However, if there is also concern about ADHD, Autism Spectrum Disorder or other “medical” disorders, then sometimes the testing can be covered to investigate those conditions. Other diagnoses identified during the evaluation process, including dyslexia, could be documented in the process. Another great resource is a university psychology clinic, where graduate students may administer the tests but are closely supervised by licensed psychologists. Western Carolina University, for example, has a great Psychological Services Clinic and comprehensive evaluations are available for a very low price and may even be discounted based on a family’s ability to pay.

CSC: With your degrees, many areas of research were possible for you. What inspired you to focus your career on neurodevelopmental conditions and disorders, or specifically, learning differences?

SD: I have always really liked math and the sciences always appealed to me; however, I also was drawn to pursuing a discipline where I could make a difference in some way. My first semester of graduate school in clinical psychology included both assessment and statistics courses, which I thought were fascinating, though this was not the case for many in my graduate class! I was intrigued by the variability that I saw in how individuals approached certain tasks and what that might tell us about how their brain processed information or where their strengths might lie. I became especially interested in dyslexia after studying Sally Shaywitz’s work, as she was really able to pinpoint brain functioning through functional MRI’s, and helped to clarify a disorder that was previously misunderstood. And not only did her work bring understanding to dyslexia, but the research also showed that with the right intervention (and early!), individuals could actually modify their brain functioning in ways that could help them to become more fluent readers. I felt that her research brought so much understanding and hope and was able to experience this first hand with a young family member of mine. This particular individual was diagnosed at a young age with a reading disability, though dyslexia was never explained to him. He was quite determined, however, and worked hours on his homework every night for years, though he still struggled. By late high school, however, he was quite discouraged and perceived himself to be not very smart (despite having a superior IQ!). He was conditionally accepted to a local university but had no intention of seeking out support services due to self consciousness and very low expectations for success (he did not believe he would make it past the conditional enrollment period). Around this time, I was nearing the end of my graduate studies and encouraged him to get an updated evaluation with a clinician who had an understanding of dyslexia. The result was truly remarkable. Once he understood that dyslexia meant he had isolated weaknesses in phonemic awareness, spelling, and a slow reading speed -- but that he was quite bright and capable of succeeding in college, his motivation, determination, and expectation for success returned. He subsequently took advantage of support services and accommodations in college and went on to graduate and become a successful professional in the financial field, earning prestigious credentials. This experience highlighted for me, firsthand,  the importance of understanding both limitations (i.e., disorders, such as dyslexia) BUT ALSO strengths and how to apply this knowledge towards developing a success-oriented plan for the future.