Underlying Causes Area of Renewed Focus for Treatment of Learning Disabilities
Lifelong educator Debbie Gilmore calls for more focus on underlying causes as opposed to treating outcomes during annual Kenneth Mark Drain Chair in Ethics lecture
In order to better help those with learning disabilities overcome their challenges, we must view those challenges through “a cognitive lens.”
That was the central message delivered by Debbie Gilmore, executive director of the Toronto-based Arrowsmith School for children and teens with learning disabilities, for this year’s annual Kenneth Mark Drain Chair in Ethics lecture.
Presenting at Trent’s Bata Library, Ms. Gilmore stressed the need to identify and understand the underlying causes of learning disabilities, as opposed to simply addressing their symptoms.
She emphasized the brain’s ability to change both its physical structure and its functional organization in response to training and experience as a key to changing the brain’s capacity to learn and function, resulting in a significant improvement in one’s ability to perform complex tasks.
“Neuroplasticity gave me hope as an educator, rather than thinking as a Grade One teacher that the brains of these children aren’t going to change,” said Ms. Gilmore. “If we can change the capacity of our own learning, we can change the learning capacity of the students that we teach. Rather than changing the [learning] environment, we change the learning.”
At the heart of a neuroplasticity-rooted approach to overcoming learning disabilities are three core principles: active engagement, effortful processing, and complex but novel task undertaking.
Ms. Gilmore concluded her lecture by painting a picture of the impact this approach could have on people.
“Imagine a world where there are fewer cognitive issues leading to much fewer behavioral issues,” said Ms. Gilmore. “Imagine that everyone can realize their potential. Imagine a school where cognitive enhancements are the focus and where everyone is enhancing their ability to learn and where targeted exercises make learning easier. Imagine a student who doesn’t feel the stigma of having a learning difficulty because it’s strengthened through cognitive enhancement at school.”
Established in October 2007, the Kenneth Mark Drain Chair in Ethics was the first endowed chair at Trent, made possible via a $2 million gift as a tribute to its namesake who was a tireless volunteer in the Peterborough community. Trent University Philosophy professor Dr. Kathryn Norlock organizes the annual lecture, and delivered the inaugural lecture shortly after being introduced as chair.