FAQ
We believe all children have an individual profile of strengths and weaknesses.
Identifying these areas helps us to understand and support these students.
There are various definitions and criteria for identifying a learning disability. However, “Learning Disabilities” is often an umbrella term describing a number of other, more specific learning difficulties.
“The diagnosis of a learning disability, now referred to as a Specific Learning Disorder… requires consistent difficulties learning and using academic skills (in reading, writing, spelling, and/or math) during school-age years, below what is expected given a child’s age.” (Canadian Psychological Association, 2015) Although learning disabilities are as individual as thumbprints, most disabilities fall into the three basic categories: dyslexia, dysgraphia, and dyscalculia.
Dyslexia
Difficulty with words
Originally the term “Dyslexia” referred to a specific learning deficit that hindered a person’s ability to read. More recently, however, it has been used as a general term referring to the broad category of language deficits that often includes the ability to hear and manipulate sounds in words as well as the ability to read and spell words accurately and fluently. When breakdowns occur in these foundational reading skills, dyslexic students often struggle to understand what they read as well as develop vocabulary at a slower rate.
Dysgraphia
Difficulty with writing
The term dysgraphia refers to more than simply having poor handwriting. This term refers to those who struggle with the motor skills necessary to write thoughts on paper, spelling, and the thinking skills needed for vocabulary retrieval, clarity of thought, grammar, and memory.
Dyscalculia
Difficulty with calculations and mathematics
This term refers to those who struggle with basic number sense and early number concepts as well as have difficulties with math calculations and math reasoning.
(NILD Canada, 2020)
NILD therapists are trained to develop language and thinking through effective questioning. They mediate students to defend their answers and to reflect upon their thinking processes. Students transition from dependent learners to those who think and reason independently. They are trained in specific techniques, but also in providing an understanding of all the cognitive functions involved in the learning process.
- NILD Educational Therapists receive standardized master level training.
- NILD Educational Therapists are held to high standards of ethical practice.
- Using an NILD Educational Therapist protects the efficacy of NILD Educational Therapy methods.
- Using an NILD Educational Therapist ensures your child is getting the highest quality educational intervention and support.
- Using an NILD Educational Therapist ensures your child is receiving educational therapy proven to be effective.
Several research studies are available on the NILD Educational Therapy program. A dissertation has been completed with statistical data documenting our program’s effectiveness. Our intervention is accredited by the International Dyslexia Association and The Feuerstein Institute. Researchers in the field of educating the most vulnerable learners have seen the power of our intervention and publicly endorse our program’s effectiveness. However, parent testimonials and success stories of students having completed the program speak for themselves. Many are achieving honour roll status and are pursuing undergraduate, graduate, and doctoral degrees. Read parent, student, and educator testimonials.
For further research, visit:
Use the appropriate warning signs checklist below to help you determine if your
child has potential learning challenges.
Warning Signs Checklist: 5-7 years old:
1. Is your child having difficulty recognizing letters or numbers?
2. Is your child having difficulty following a two-step direction?
3. Is your child having difficulty holding his pencil with his thumb and index finger?
4. Is your child having difficulty answering before and after questions?
5. Is your child having difficulty understanding left and right?
6. Is your child having difficulty pronouncing some sounds or words?
7. Is your child having difficulty copying simple geometric figures with accuracy?
If you answered YES to 3 or more of these questions, your child may benefit from an educational assessment.
Warning Signs Checklist: 8-10 years old:
1. Does your child struggle with reading quickly and understanding what he/she has read?
2. Does your child forget math facts?
3. Does your child get frustrated and spend an unreasonable amount of time on homework?
4. Is your child unaware of time?
5. Does your child have difficulty organizing personal space and time?
6. Does your child have difficulty focusing?
7. Does your child have difficulty following three-step directions?
8. Does your child have difficulty writing legibly?
9. Does your child have difficulty spelling?
10. Does your child have difficulty solving problems?
If you answered YES to 3 or more of these questions, your child may benefit from an educational assessment.
Does your child seem lazy or disconnected? The truth is, we as parents and teachers can often attribute these negative character traits, that are false representations of the underlying issues, to our struggling learners. Deficits in learning can have damaging impacts for a student, creating an exhausting and frustrating experience for all involved.
It is helpful to be aware of the two basic approaches when dealing with learning disabilities:
1. Accommodation
Most commonly use is the approach of accommodation – by using the learner’s strengths areas of difficulty are worked around. This can take the form of tutoring and classroom modifications (ie. untimed tests and reduced workload). With the help of others students use accommodations to succeed; however, it still relies on dependant learning.
2. Direct Intervention
By helping students strengthen their areas of deficit so they are no longer held back by them, students are guided in HOW to learn. This allows students the eventual freedom of succeeding on their own as independent learners. Direct intervention, through NILD Educational Therapy®, and the resulting competence and confidence, allow students to gain the skills needed to become independent learners for a lifetime. Your child needs to have a strong foundation in place in order to perform well academically. Sometimes this foundation can feel like it’s shifting, and the wall is crashing down.
We believe that with NILD Educational Therapy®, we can effectively re-build a firm foundation by strengthening neurological pathways which results in competent, confident students who are equipped to aim their newly acquired learning and strategies at their academic performance and learn independently.
(NILD Canada, 2020)
Training is available at NILD Canada