…Why consider EAS?
Are you kidding?
WE WERE IN HELL: literally.
We entered the public school system with our first son’s autism diagnosis. And just to clean the slate with the public schools–WE ARE GRATEFUL. For everyone else, just know that we have IEPs (Individual Education Programs) in our blood. We’d spend three months a year preparing for and attending. We’d debate with the districts over the ‘appropriate’ support needed for our boys. This is significant: Federal and State laws are set up to provide ‘appropriate education’ only. The U.S. school districts can legally deny kids learning aids based on the subjective definition in those words. So it went something like this . . . Predictable outcomes seemed endless–usually minimal (and often inappropriate) assistance. So much was dependent on the quality of individual teachers and ‘experts’ in speech therapy, etc at each meeting and, perhaps due to salary, it was not good. It was subjective and dependent on perceived available funding. We always attempted to improve the level of testimony at each meeting through private testing and opinion from some of the best experts in the country (at our own expense). Sadly, it was disregarded and they provided a behavior aide. Ugh. As a result the boys were getting little real attention or help, despite many of the individual teachers going above and beyond to help. We were in frustrating agony–dissatisfied and disillusioned with the system. Into this came our second son. By the fourth year we hoped, rather than believed, this would make any difference for either child. We were also implementing biomedical interventions. So, in the school, SURPRISE! ? our son scored above the cut off for autism aid. And, WOW, he no longer qualifies for services.
INTO BATTLE: know your child’s deficits and needs.
I could point-by-point explain how our school ‘team’ relations went from fantastic with autism, to a circumventional nightmare with learning disabilities. Yes, he needs help. No, we can’t provide that. What qualifies as learning disabled does not qualify for educational aid. Let me say that again–“Need does not equal aid.” I could further explain that we funded private testing and received complete disregard for its conclusions by the school system.
It hit us when our son was crying daily trying to use a pencil. Is that not a sign that the disability is cognitive and ‘appropriate’ to treat? They disagreed. I metaphorically pulled out my sword. How is it that kids who can visually learn with images and yet can’t make symbol letterforms, still pass through the grades? The school district implemented limiting his workload, rearranging seating to minimize distractions, teacher gestures to refocus and expanded verbal instructions. As proof that this was working well, we witnessed this in action. So, when our son would show off his math skills in front of class on the chalkboard, it would result in inflamed self-esteem. Then, the kids would ask him questions and he would not be able to converse about it. Literally, he could not understand the words flying around the room. The embarrassment would deflate all self-esteem gained in the previous 5 minutes. I’m sorry, if your child can only understand 1 percent of any sustained auditory instruction, there is no point in expanding a sentence into a paragraph just to understand another 1 percent. 1 + 1 will not ever = 100percent. All public academic systems use verbal instruction. We asked, “How is this going to work long term?” They were silent. My sword fell. We lost all faith in the US public school system.
CHOOSING A SCHOOL: let me twinkle my nose.
We decided to go private.
Honestly we interviewed 9 of them. And with exasperation we decided that the private schools available in the states were, at best, intimate babysitting services; help holding a pencil and sitting next to my child. They did an intimate job but did not have any expertise to offer. Fighting for a better ‘sitter’ wasn’t the goal. Private education held no answer. We hired a tutor. She recommended a book ‘The Brain the Changes Itself’ where Arrowsmith was mentioned. No kidding, there is a school that treats causes of learning disabilities through exercises? It will retrain/rewire the brain to rebuild neural pathways or encourage neurons to fire (that never have before). We knew instantly. It was what we had needed for the previous four years; when recovering from autism, a child misses early stages of neuron development. Promoting neurons to fire correctly, IS IT! It wasn’t a light switch–it was more like the sun came out. So, let me restate that. We already knew our two sons deficits and needs. We considered our family needs dependent on the weakest players–our boys. The extreme effort, we as parents and everyone in our community were contributing, was not making any difference. No amount of practical rearranging would marry our reality with our values for the future. Our decision to relocate for our two boys to Eaton Arrowsmith was simple and quick; literally over a lunch hour. “Let me call them to find the nearest location–I’ll make it happen in three weeks–Just let me twinkle my nose” . . . Relocating was no barrier compared to the results.
ARROWSMITH EXPERIENCE: It isn’t easy, but it works.
All the EAS staff were just brilliant with our transition. They have either dealt long-term with learning disabilities or have learning issues themselves. They understand student’s dilemmas and know how to get the best out of and improve Barbara Arrowsmith Young’s program. All (from principal to reception) are focused and dedicated to providing the best evaluation, environment, and quality of learning of each child’s needs for progress. To speak of humbleness; I’ve witnessed the founder, Howard Eaton walk into the office saying he’s frustrated with something. Shrug and say, “Since I’m inattentive, I’m in reception only to take a break.” We aren’t hiding at Arrowsmith. We all have issues. It’s when multiple issues overwhelm functioning that we need help. Arrowsmith improves these multiple disabilities.
Barbara’s explicit regimen takes dedication from both the kids and parents. Both our sons hit emotional walls every fall after they were reintroduced back into school. Proof that the program is affecting the brain in areas beyond learning capacities. It isn’t just the kids, either. It takes strong parental belief to stick with this program, too. The bonus is that kids walk in there and let down defenses. Arrowsmith allows kids to be themselves. They all have learning disabilities and are socially accepted. Our boys actually have friends now at school and at home with whom they can properly interact and relate. No kidding. There is a great supportable feeling when in a class with peers that are like you.
Although our Arrowsmith testing shows improvements yearly, it’s personal. It wasn’t IF there were improvements–but WHERE. The proof has been in the changes our boys have gone through over the past three years at EAS. Their executive functioning, social awareness and interaction, auditory attention, abstract reasoning, gestalt awareness, working memory, and organization of verbal information have improved immensely. We are looking towards transitioning back to traditional schools in the U.S. and feel they will be well prepared.
A last word about the Eaton location; a university campus nested between a beach and a forest. Could there be a more stimulating environment? Within a half hour walk we have hiked and biked trails, learned swimming, ice-skating, and hockey in Olympic training venues, visited museums and parks, and experienced public performances. Vancouver itself is built as one of the friendliest cities on the planet. Beaches and mountains line up around the city and gave us skiing and rock climbing adventures. It’s unbelievable.
RECOMMENDATION: They have our respect.
We would recommend Eaton Arrowsmith over any public or private school in the states–ANY!
The staff is involved and wonderful–like family. Most have faced disabilities themselves and understand the difficulties. I can’t stress enough how good it feels to not be ‘principal parents’… the principal at Eaton Arrowsmith, understands behaviors resulting by the disabilities VERY WELL. Our weekly–and sometimes daily visits to schools are no longer necessary. That alone saves hours, if not an extraordinary amount of stress per week. If only we had known about it five years before, we could have saved so much and changed our family’s life. We wholeheartedly recommend the school to anyone who is struggling to help their child with learning disabilities within the U.S. education system.
In a quip: just do it. It’s the only available solution for our kids.
Simon and Stephanie…