Joshua's Struggles
Mandy's son Joshua began struggling in school. In grade one, his teacher reported that Joshua had taken a written science test and had only one correct answer. However, when questioned verbally, he answered all questions correctly. At the age of seven, an educational psychologist tested Joshua and diagnosed him with dyslexia.

Discovering A Solution
Determined to help him overcome this challenge, Mandy researched and found that the Lindamood-Bell® programmes offered the best solution for Joshua. The Lindamood-Bell® programmes are specialised instructional methods designed to develop the sensory-cognitive processes that underlie reading and comprehension. These programmes use a unique approach to help individuals with learning challenges, such as dyslexia, improve their reading, comprehension, and math skills through intensive, individualized instruction.

That summer, Mandy enrolled Josh at the Lindamood-Bell® Learning Centre abroad. 

Ongoing Challenges
This instruction continued during Easter and Summer holidays over the next three years. The process was neither a quick fix nor was it easy for either of them. Initially, when Josh resumed his routine in Jamaica, he was defiant and reluctant to go to school. He was insecure, and his inability to keep up with the classwork made him feel stupid. Mandy felt helpless, inadequate, and at times unable to cope. Without her family's support, neither she nor Josh would have made it through the remedial process. 

Josh's behaviour made Mandy realise that many children who avoided school, probably did so because they had learning difficulties and were frustrated by their perceived inability to learn. 

A Breakthrough
In grade six, when 11 years old, four years after starting the remedial work, Josh had a breakthrough. All his test results were in the 80s and 90s during preparation for mock exams. His impressed teachers eagerly inquired about what methods and techniques made such a difference and how they could learn to effect such changes in children's learning abilities. 

A Broader Vision
Initially, Mandy thought of sending two teachers abroad to learn the Lindamood-Bell® programme, but upon reflection, she realised that sharing the opportunity locally could have a national impact. 

Lindamood-Bell® was approached and asked if a workshop could be arranged in Jamaica and, if so, how many teachers could benefit. With that phone call, the Creative Language-Based Learning Foundation was initiated. 

Building a Better Future
Mandy credits the enthusiastic response of the teachers with much of the programme's success. Her dedication to the foundation is fuelled by her empathy for children frustrated by the inability to learn through conventional teaching methods. She shares the despondency of the parent, who, not having the resources to monitor and help their child overcome a learning difficulty, foresees a bleak future, very often ending in crime. 

Mandy believes there will be more opportunities to help children reach their full potential once this methodology is widely embraced. She aims to have the methodology instituted nationally, as part of the Pre-Service Teacher Training Curriculum and In-Service Teacher Training through the Ministry of Education and Youth.

"With empathy and collaboration, we can maje a difference and give the opportunity to every child to learn to their full potential."