DOCSLIB.ORG

Arrowsmith Program Implementation Brochure

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Arrowsmith Program Implementation Brochure Arrowsmith Program Implementation www.arrowsmithschool.org Brochure A cognitive program for students with specific learning disabilities 36016 Arrowsmith_booklet_24pgCover_Sep10.indd 3 9/24/10 12:55:55 PM Process CyanProcess MagentaProcess YellowProcess Black A Message from the Director Barbara Arrowsmith Young of the Arrowsmith Program The Arrowsmith Program is based on the application of There have been a number of research studies on the neuroscience research and the premise that it is possible Arrowsmith Program across different schools to address a range of learning disabilities, also know as implementing the program that have demonstrated a range specific learning difficulties, by identifying and of improvements in academic performance and learning strengthening cognitive capacities. abilities. These studies have used different research The Arrowsmith Program, through careful assessment, designs and measures as well as educational and cognitive identifies areas of learning strength and weakness to assessments. For updates on the research being conducted create an individual learning profile for each student on the Arrowsmith Program, please visit the Research and then designs an individualized program page on the website. designed to address their specific areas of weakness. We recommend three books: The Woman Who Changed The goal of the Arrowsmith Program is to strengthen Her Brain by Barbara Arrowsmith-Young that chronicles learning capacities rather than teach ways to the history of the Arrowsmith Program and illustrates compensate for or work around specific learning difficulties. We have been helping children, youth, and through case studies what happens when specific cognitive adults with learning difficulties address their challenges functions are impaired and the transformation that occurs and achieve academic and vocational success since through the application of cognitive exercises to strengthen 1978. Specially trained and dedicated Arrowsmith these weak learning capacities; The Brain That Changes Program teachers have helped thousands of students Itself by Dr. Norman Doidge details the science of through our individualized and specialized programs. neuroplasticity, which is the foundation of the Arrowsmith The goal is to help students of all ages become Program and Chapter 2 describes the work of Arrowsmith effective, confident, and self-directed learners. School; and Brain School by Howard Eaton that describes Learning disabilities are estimated to afflict five to ten the success of students from Eaton Arrowsmith School in percent of the population; within this group there are Vancouver who improved cognitive functioning and thousands of students who could benefit from the demonstrated significant changes on academic and Arrowsmith Program. Students without formal cognitive measures, and were able to participate more fully identification who are struggling in one or more and effectively in the world. subjects may benefit from this program. We offer webinars and information session throughout the The typical Arrowsmith Program student is of average year for educators and others interested in learning more to above average in intelligence and has a combination about our approach. Please visit our website for a list of of the learning difficulties that are described in the dates or contact us to arrange a presentation at another Description of Learning Functions on the Arrowsmith date if you have a group interested in attending. We also Program website. To investigate if the Arrowsmith invite visitors to attend our monthly evening parent open Program may be of benefit the Arrowsmith Program houses at Arrowsmith School Toronto, Canada. Cognitive Profile Questionnaire on our website can help determine if the learning difficulties experienced The Arrowsmith Program is offered at educational are typical of those addressed by the Arrowsmith organizations worldwide. A list of these organizations can Program. be found on the Participating Schools page on the website. Our goal is to see the Arrowsmith Program more The Arrowsmith Program Chart of Learning Functions broadly available in both public and private school and Learning Outcomes, on the website and in this systems. document, provides a description of the relationship between the function of the cognitive areas for which For further information about the Arrowsmith Program the Arrowsmith Program has developed specific and the learning difficulties it addresses or its programs, the learning difficulties a student may have implementation please contact us by email at: if there is a problem in this function, and the learning [email protected] or visit our website at: outcomes achieved related to the cognitive function www.arrowsmithschool.org upon completion of the Arrowsmith Program. Barbara Arrowsmith Young Director, Arrowsmith Program Arrowsmith PROGRAM® 43539_ARRPRO_Arrowsmith_Booklet_D1.indd 2 12-09-14 3:49 PM Index 4 Neuroplasticity and the Arrowsmith Program A cognitive program for students with specific 6 The Heart of Learning Disabilities earning and Identifying Brain Deficits l disabilities A two-part article by Dr. Norman including: Doidge, author of “The Brain That Changes Itself,” that appeared in the READING Medical Post WRITING 10 Chart of Learning Functions and Learning Outcomes MATHEMATICS Features specific learning disabilities addressed by the Arrowsmith Program and the learning outcomes that may be COMPREHENSION achieved LOGICAL REASONING 12 Implementation and Administration of the Arrowsmith Program EXECUTIVE FUNCTION Information for educators and administrators about implementing and administering the Arrowsmith Program VISUAL MEMORY 19 Conclusions of a Report Documenting AUDITORY MEMORY the Effectiveness of the Arrowsmith Program in the Toronto Catholic DYSLEXIA District School Board, 2007 NON-VERBAL LEARNING 20 Excerpts from an Outcome Study of the Arrowsmith Program, 2005 AUDITORY PROCESSING 21 Conclusions from a Study of WORKING MEMORY the Arrowsmith Program in the TCDSB, 2003 ATTENTION 22 Summary of Additional Research on the Arrowsmith Program 23 Comments from Educators at Schools that offer the Arrowsmith Program www.arrowsmithschool.org 3 36016 Arrowsmith_booklet_24pg_Sep10.indd 3 9/24/10 12:49:30 PM Process CyanProcess MagentaProcess YellowProcess BlackK=100PANTONE 554 C Neuroplasticity and the Arrowsmith Program “Every man can, if he so desires, become the sculptor of his own brain” Neuroscientist and Nobel Laureate Santiago Ramon y Cajal (1852-1934) In the late 1970s, before neuroplasticity gained widespread Luria’s work led to the identification and understanding of attention, students were using the first of the cognitive the function of specific cognitive areas critical to exercises that today comprise the suite of exercises of the the learning process which became the basis of the Arrowsmith Program at a small tutoring service in Toronto Arrowsmith Program’s cognitive exercises. Rosenzweig’s operated by Barbara Arrowsmith Young. By 1980, contribution was that specific targeted stimulation could Arrowsmith School had been established, and it has been stimulate and improve the functioning of specific areas of in continuous operation since that time, offering the the brain. program to students as well as providing the environment A premise of the Arrowsmith Program, based on these within which the entire suite of cognitive programs have lines of research, is that underperforming or weak been developed and refined. cognitive functions can contribute to specific learning At the core of the Arrowsmith Program is the principle of difficulties. The specific nature of the learning difficulty neuroplasticity. This is the capacity of the brain to change will depend on the nature of the underlying cognitive both structurally and functionally in response to training function impacted. For example, a problem in the area and experience over a person's lifetime. involved in motor planning in learning symbol sequences Research has demonstrated that the brain has the ability will affect learning motor plans in writing, reading, to change as a result of specific stimulation and this speaking and spelling. positively impacts learning: “Now a spate of studies show The Arrowsmith Program has postulated, since it began that mental exercise can have profound effects on mental providing the cognitive exercises, that the functioning fi capacity” (The Society for Neuroscience, Brain Brie ngs, of the cognitive areas that contribute to a range of December 1997). specific learning difficulties can be improved through The Arrowsmith Program integrates two lines of targeted cognitive exercises and this leads to improved neuroscience research - that of Russian learning abilities. neuropsychologist, A. R. Luria and the American The philosophy that the learner is not fixed, but can be psychologist, Mark Rosenzweig - into a new methodology modified through the application of the principles of with practical applications for addressing specific learning neuroplasticity, sets the Arrowsmith Program apart from difficulties. the majority of other programs for students with learning Neuroscientists have been identifying different areas difficulties. The Arrowsmith Program is capacity based, of the brain that contribute to cognitive and perceptual in that the goal is to change the student’s capacity to activities since the 19th century. A.R. Luria established learn, rather than compensatory which tries to work that different areas of the brain work together in functional
Load more

Recommended publications
  • The Brain That Changes Itself
    The Brain That Changes Itself Stories of Personal Triumph from the Frontiers of Brain Science NORMAN DOIDGE, M.D. For Eugene L. Goldberg, M.D., because you said you might like to read it Contents 1 A Woman Perpetually Falling . Rescued by the Man Who Discovered the Plasticity of Our Senses 2 Building Herself a Better Brain A Woman Labeled "Retarded" Discovers How to Heal Herself 3 Redesigning the Brain A Scientist Changes Brains to Sharpen Perception and Memory, Increase Speed of Thought, and Heal Learning Problems 4 Acquiring Tastes and Loves What Neuroplasticity Teaches Us About Sexual Attraction and Love 5 Midnight Resurrections Stroke Victims Learn to Move and Speak Again 6 Brain Lock Unlocked Using Plasticity to Stop Worries, OPsessions, Compulsions, and Bad Habits 7 Pain The Dark Side of Plasticity 8 Imagination How Thinking Makes It So 9 Turning Our Ghosts into Ancestors Psychoanalysis as a Neuroplastic Therapy 10 Rejuvenation The Discovery of the Neuronal Stem Cell and Lessons for Preserving Our Brains 11 More than the Sum of Her Parts A Woman Shows Us How Radically Plastic the Brain Can Be Appendix 1 The Culturally Modified Brain Appendix 2 Plasticity and the Idea of Progress Note to the Reader All the names of people who have undergone neuroplastic transformations are real, except in the few places indicated, and in the cases of children and their families. The Notes and References section at the end of the book includes comments on both the chapters and the appendices. Preface This book is about the revolutionary discovery that the human brain can change itself, as told through the stories of the scientists, doctors, and patients who have together brought about these astonishing transformations.
    [Show full text]
  • The Voice of Parents Who Have Used Rhythmic Movement Training with Their Child
    The voice of parents who have used Rhythmic Movement Training with their child A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education University of Canterbury College of Education, Health and Human Development Tessa M Grigg 2016 Table of Contents TABLE OF CONTENTS ................................................................................................................ I ACKNOWLEDGEMENTS ........................................................................................................... V ABSTRACT ................................................................................................................................ VI CHAPTER 1. WHY RESEARCH RETAINED PRIMITIVE REFLEXES? ....................................... 1 1.1. AN INTRODUCTION ......................................................................................................................... 1 1.1.1. Aim of the project ................................................................................................................ 1 1.1.2. Research questions .............................................................................................................. 2 1.1.3. Researcher interest in the topic and pre-study understandings ....................................... 2 1.2. REFLEXES DEFINED ......................................................................................................................... 4 1.3. INTRODUCTION SUMMARY ............................................................................................................
    [Show full text]
  • Arrowsmith School Parent and Student Handbook Full Time Students
    Arrowsmith School Parent and Student Handbook Full Time Students Arrowsmith School Toronto 245 St. Clair Ave W. Toronto, ON M4V 1R3 Tel: 416.963.4962 Fax: 416.963.5017 E-mail: [email protected] Dear Parents and Students, Welcome new and returning students and their families to Arrowsmith School. We invite parents and students to review the contents of this handbook, which contains an overview of the school including the procedures and policies that help our school operate safely and effectively. Arrowsmith School is a unique place which offers a transformative experience for students and their families. Parents can play an important role in this journey so are invited to learn about the cognitive program and how to best support their child during and after Arrowsmith participation. Our teaching staff is available for meetings and regular consultation, and can be most easily reached via their school emails. We welcome your comments and feedback as we are committed to fostering a successful school experience for every student. The Arrowsmith School mission is to foster student transformation. This is achieved when students: increase their cognitive ability develop the potential to become life-long, self-motivated learners respect themselves and others assume responsibility for their actions develop confidence built upon cognitive competence Sincerely, Barbara Arrowsmith Young Jason Kinsey Director Principal Arrowsmith School Toronto Parent and Student Handbook: Full Time Students Page 1 of 29 Part 1 - Schedules and Contact
    [Show full text]
  • Applying to Private Schools
    APPLYING TO PRIVATE SCHOOLS Ivy Global IVY GLOBAL APPLYING TO PRIVATE SCHOOLS 2011 EDITION WHY PRIVATE SCHOOL? Over the past few decades, Canadian fami- MOST SELECTIVE PRIVATE INSIDE THIS GUIDE: lies have been increasingly exploring educa- SCHOOLS IN THE GREATER tion options outside of the public school TORONTO AREA PRIVATE SCHOOLS 4 system. In 1970, only 2.5% of Canadian students attended private school; in 1998, Appleby College HOW TO APPLY 8 that number had risen to 6%. Parents are Bishop Strachan School HOW TO PAY 10 increasingly interested in more individual- Branksome Hall ized, specialized curriculum options for their THE SSAT 12 children, and the options available to them Crescent School are becoming increasingly diverse. Havergal College AP AND IB 14 PROGRAMS Private schools come in a variety of shapes Upper Canada College and sizes— from traditional boarding and ARTS AND 15 University of Toronto Schools day schools to single-gender schools, Mon- ATHLETICS tessori programs, French Immersion are often required to write the Secondary OUR SERVICES 16 schools, schools with specific religious affili- School Admission Test (SSAT) and submit ations, and schools catering to Special Needs transcripts, reference letters, and personal GTA PRIVATE 18 students. These schools have the ability to questionnaires. Students are often asked to SCHOOL LISTINGS set their own independent curriculum and to come for an interview so the admissions limit enrolment. With smaller average class officers can evaluate personality as well as sizes than most public schools, private academic potential. Schools look for not schools often put a greater emphasis on indi- only strong grades and test scores, but also vidualized instruction and programming.
    [Show full text]
  • Brain School, by Howard Eaton
    Brain School Howard Eaton, Ed.M. Stories of Children with Learning Disabilities and Attention Disorders Who Changed Their Lives by Improving Their Cognitive Functioning Glia Press Vancouver, B.C. Copyright © 2011 Howard Eaton. Arrowsmith Program® © Brainex Corporation¹ All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without permission in writing from the author, except in the case of brief quotations embodied in critical articles and reviews. “Building Herself a Better Brain,” from The Brain That Changes Itself, copyright © 2007 by Norman Doidge. Used by permission of Viking Penguin, a division of Penguin Group (USA) Inc. Library and Archives Canada Cataloguing in Publication Eaton, Howard Brain school : stories of children with learning disabilities and attention disorders who changed their lives by improving their cognitive functioning / Howard Eaton. Includes index. ISBN 978-0-9867494-0-7 1. Learning disabled children—Education—British Columbia. 2. Attention- deficit-disordered children—Education—British Columbia. 3. Cognitive learning. 4. Social learning. 5. Remedial teaching. 6. Eaton Arrowsmith School. I. Title. LC4706.C32B75 2010 371.909711 C2010-906473-9 Editing by Arlene Prunkl Interior Book Design by Fiona Raven First Printing 2011 Printed in the United States of America www.HowardEaton.com Glia Press Publishing 204 - 6190 Agronomy Road Vancouver, BC Canada V6T 1Z3 www.GliaPress.com 1. Arrowsmith Program® is a registered trademark of Barbara Arrowsmith Young. To my wife, Karen Orth, who is a remarkable mother to Chris, Sean, and Lin, and who inspired me when we first met to finish my university education.
    [Show full text]
  • Enhanced Student Information System (ESIS) ESIS Data Dictionary
    Enhanced Student Information System (ESIS) ESIS Data Dictionary First Edition How to obtain more information Specific inquiries about this product and related statistics or services should be directed to: Client Services, Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa, Ontario, K1A 0T6 (telephone: (613) 951-7608; toll free at 1 800 307-3382; by fax at (613) 951-9040; or e-mail: [email protected]). For information on the wide range of data available from Statistics Canada, you can contact us by calling one of our toll-free numbers. You can also contact us by e-mail or by visiting our Web site. National inquiries line 1 800 263-1136 National telecommunications device for the hearing impaired 1 800 363-7629 E-mail inquiries [email protected] Web site www.statcan.ca Ordering information This product, is available on the Internet for free. Users can obtain single issues at: http://www.statcan.ca/english/sdds/5017.htm Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner and in the official language of their choice. To this end, the Agency has developed standards of service which its employees observe in serving its clients. To obtain a copy of these service standards, please contact Statistics Canada toll free at 1 800 263-1136. Enhanced Student Information System (ESIS) ESIS Data Dictionary Note of appreciation Canada owes the success of its statistical system to a long-standing partnership between Statistics Canada, the citizens of Canada, its businesses, governments and other institutions.
    [Show full text]
  • Arrowsmith Program for Two Years and One Term
    Annexure L APAC-#51558326-v1 attended the Arrowsmith Program for two years and one term. In addition he attended the intensive Clock program at Arrowsmith. was challenged both socially and academically. He had slow processing speed and a poor working memory both areas that are so important when learning. At the end of the program he had tripled these areas when re tested. Whilst they are still low it was a huge result which has afforded him the opportunity to go onto high school unassisted. He has achieved marks in the 60-70s% in his yearly exams except for maths which continues to be more of a struggle but still he has got somewhere in the 40s%, an amazing achievement from where he was. In addition, he is able to learn and that’s what is a joy to watch. Socially, he’s always been liked but now he can hold his own interacting and initiating friendships. struggled from Kindergarten, from the start, by 10 o’clock in the morning he’d have his head on the desk and be completely exhausted or overwhelmed with what he was supposed to be trying to learn and the environment itself. Today, he gets the school bus at 7.20am attends a large high school, moves easily between classes, is organised and much more focused. His teachers are very complimentary about both his behaviour in class, contributions and work. had attended many different therapies prior to Arrowsmith. I can categorically say that without Arrowsmith he would not be where he is currently. He is so much more together, happy and enjoying life.
    [Show full text]
  • A CASE STUDY of the LEARNING DISABILITIES ASSOCIATION of SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM a Thesis Submitted to the Colleg
    A CASE STUDY OF THE LEARNING DISABILITIES ASSOCIATION OF SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM A Thesis submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Educational Psychology & Special Education University of Saskatchewan Saskatoon by Debra Kemp-Koo © Debra Kemp-Koo, November 2013. All rights reserved. Permission to Use In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the libraries of this university may make it freely available for inspection. I further agree that permissions for copying of this thesis in a manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my thesis work, or in his absence, by the Dean of the College in which the work was done. It is understood that any copying, publication, or use of this thesis, or parts thereof, for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use that may be made of any material in my thesis. Request for permission to copy or to make other use of materials in this thesis in whole or in part should be addressed to: Department Head, Educational Psychology and Special Education, College of Education, University of Saskatchewan 28 Campus Drive Saskatoon, SK, S&N 0X1 i Acknowledgements This completed dissertation is the culmination of a long held but greatly delayed goal.
    [Show full text]
  • Arrowsmith Program Research Summary 2017
    Arrowsmith Program Research Summary 2017 Arrowsmith Program 245 St. Clair Avenue West Toronto, Ontario M4V 1R3 [email protected] www.arrowsmithschool.org ARROWSMITH PROGRAM – RESEARCH SUMMARY 2017 Over the last three decades the Arrowsmith Program has implemented an independent and ongoing series of evidence-based research initiatives. There have been multiple independent studies, by different researchers, in different schools, using different research frameworks which have all shown the same results - that the Arrowsmith Program is effective for students with learning difficulties. This research has included various levels of research design including both independent research and peer-reviewed research. Three types of educational research have been applied to analyzing the Arrowsmith Program including descriptive research (e.g., case study and survey), associational (e.g., correlational and causal - comparative), and intervention research (which investigates the impact of an intervention on individuals or groups). This evidence-based research has used a variety of research designs, different measures, both educational and cognitive, and studied students in different schools implementing the Arrowsmith Program. Data collection methods include interview, neuroimaging, standardized academic and cognitive assessments, behavioural assessment and self-reporting. Outcomes have been measured in terms of academic results, rate of learning, cognitive results, and changes in the brain. These studies have been undertaken by a variety of institutions around the world by respected researchers. This document outlines both the completed research, including highlights of findings and outcomes, and details of current research projects. CHRONOLOGY OF PAST RESEARCH: 1. August 15, 1997 Correlates of a Test of Motor Symbol Sequencing Performance Barbara A. Young, M.A.
    [Show full text]
  • Prepskills Helps Students Prepare for Private School Entrance Exams
    GETTING READY: Prepskills owner Joanna Severino, right, helps Upper Canada College student Seyon Rajadurai, who sought her company’s assistance when applying to his school, explore postsecondary scholarship options he can apply for south of the border. ERIC EMIN WOOD/TOWN CRIER Prepskills helps students prepare for private school Prepping forentrance exams the — although move not all educators are avidup fans ERIC EMIN WOOD gram at a neighbouring school closer to sense,” Severino says with a chuckle. ship, which continues to renew itself Town Crier his Markham home. But after he “started “When a family calls us and indicates provided he keeps his grades up. to fall off track a bit” his family started their interest in a particular private While not all educators are ready to hen Seyon Rajadurai decided looking at private schools again. school, we really ask them to broaden apply the “dreammakers” label to the four years ago that a transfer Enter Joanna Severino, a certified their scope when they can.” Prepskills model — UTS admissions from public school into the teacher who founded Prepskills 13 years Rajadurai enrolled in both the SSAT director Garth Chalmers points to a lack Wprivate school system offered a brighter ago following a battle with Hodgkin’s preparation course and PrepEssentials. of “empirical evidence” for or against future, he hedged his bet in two ways. lymphoma, which had forced a change In the end, not only did all three of his — Andrea Camhi, now in Grade 12 at His first step in charting a new course in direction of her own.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Elizabeth Ann Patitsas January 31, 2018 1 Biographical Information 1.1 Contact Information • Email: [email protected] • Website: http://www.cs.mcgill.ca/~patitsas/ • Blog: http://patitsas.blogspot.ca/ • Twitter: @patitsel 1.2 Education • Doctor of Philosophy (in progress) June 2018 (expected) – Programme: Computer Science, University of Toronto – Thesis: Explaining Gendered Participation in Computer Science Undergraduate Programmes • Master of Science June 2013 – Programme: Computer Science, University of Toronto – Thesis: Comparing and contrasting different algorithms leads to increased student learning • Honours Bachelor of Science June 2011 – Programme: Integrated Sciences (CS/Physics/Math), University of British Columbia – Thesis: Knowledge transfer between laboratory teaching assistants 1.3 Employment • Assistant Professor (Special Category) January 2018 – present School of Computer Science / Department of Integrated Studies in Education, McGill University Joint apponitment (50/50) between CS and DISE • Course Instructor January 2015 – May 2015 Department of Computer Science, University of Toronto Instructor for CSC 120 (Computer Science for the Sciences) • Course Instructor January 2014 – May 2014 Department of Computer Science, University of Toronto Instructor for CSC 120 (Computer Science for the Sciences) • Course Instructor January 2013 – May 2013 Department of Computer Science, University of Toronto Instructor for CSC 190 (Computer Algorithms and Data Structures) • Curriculum developer June 2012 –
    [Show full text]
  • Arrowsmith School Vancouver
    How can a school get further information about the Arrowsmith Program? There are a suite of documents that school administrators and Arrowsmith® teachers would find useful. You may want to give them hard copies for them to read or direct them to the website via the PROGRAM Strengthening Learning Capacities® links below. BROCHURES AN ADVOCACY GUIDE The Arrowsmith Program Brochure http://www.arrowsmithschool.org/arrowsmithprogram- background/brochure.html How can we bring the Arrowsmith Program to our school? The Arrowsmith Program Information Pamphlet http://www.arrowsmithschool.org/arrowsmithprogram/info- Volunteer advocates have played a positive and important role pamphlet.html in starting the process towards the Arrowsmith Program being The Arrowsmith Program Academic Skills and Learning implemented at some schools. It has been our experience that Outcomes parents and teachers of students with learning difficulties can talk with school administrators about the effects of learning difficulties http://www.arrowsmithschool.org/arrowsmithprogram- on the child as well as the struggles faced at school. Talking background/research.html about the Arrowsmith Program for such students with school administrators provides educators with a solution to support them BOOKS through identifying the weak cognitive areas that are the source of the learning problem and addressing these with cognitive exercises. The Woman Who Changed Her Brain: And Other Inspiring The program does not provide compensatory strategies. At the end Stories of Pioneering Brain
    [Show full text]