This document discusses supporting students with learning differences through the BRICKS Initiative. It notes inspirational quotes about overcoming difficulties and honoring differences from Ingvar Kamprad and Miss Emma. It argues that learning differences should be identified early and students taught according to their needs, rather than being labeled or placed in remedial classes. The author created the Speech Sound Pics approach to help shape reading and spelling skills for those not served by the current education system and is seeking support to bring this approach to more students through the BRICKS Initiative.

1. SSPBricks.com
As this ‘dyslexic’ reminds us “The word ‘impossible’ has been and must
remain deleted from our vocabulary.”
- Ingvar Kamprad, founder and CEO of IKEA.
‘To aim for a world in which every child (and adult) can read and spell
with confidence is possible, if we unite.’ Miss Emma, founder of BRICKS.
Do these people seem ‘disabled’ to you? Overcome difficulties, teach to
strengths, honour differences..
What incredible ‘world changers’
are in your classroom today?
If you knew, would you ‘see’
them, and teach them, differently?
The Education Dept, and School Leaders, may want to ignore learning
differences, and choose not to honour personalised learning, and ‘out of the
box’ exceptional teaching, but parents and teachers CAN unite under the
BRICKS Initiative, for children.
If you understand what I’m trying to change in Australia and
worldwide, please care about and support the BRICKS Initiative
(Bringing Research Into Classrooms 4 KidS)
Dyslexia is not a disability, it’s a learning
DIFFERENCE. Any difficulties with reading
and spelling (and the associated behavioural
difficulties and lack of confidence) could have
been prevented.
Children should not be allowed to fail,
removed from classmates into ‘special
classes’ when ‘assessed’ at 7+. They should not have to face
the shame of being ‘labelled’ as needing ‘remedial work’ simply
because parents and teachers have not been given information,
training, resources and support so that learning differences are
identified within the first three weeks of Prep, and the child
taught according to the way their brain ‘operates’.
Research is clear with regards to preventing reading and
spelling difficulties for children, and overcoming them if
previously failed by their school education system.
Teachers must be given the tools to teach children, rather than
be forced to teach a curriculum within which so many children
(and teachers) do not ‘fit’, because of politics, and because
policy makers and curriculum planners (and school leaders)
who do not understand the reading brain, are able to dictate
and mandate methodology.
This is why I created, and offer, the Speech Sound Pics (SSP)
Approach to Shaping Reading and Spelling Brains to all, for
free. Help me to help those who do not have a voice.