An educational assessment is the first step in determining the nature and extent of a learning disability. By asking a student to complete a series of tests involving brain skills, we can discover the source of a learning difficulty and design the correct program to help a student overcome it.
Topics: learning disabilities, Educational Assessment, FAQ's, educational therapy
Tired of making excuses for your brain's short comings? Are you worried that if it’s like this now…what will it be like in another 10 years? Don’t wait and see! Act now to build your brain, it’s never too late!
Topics: Reading, expectations, memory, educational therapy
Concussions are often called the “invisible injury.” From hard-hitting football games and wrestling to the harmless-appearing activity of hitting soccer balls with the head, children have many opportunities to sustain head injuries while playing. However, the symptoms of concussion are not necessarily obvious right away and children will often mask symptoms in order to continue playing.
Topics: memory, Concussion, educational therapy
Learning disability myths arise from many assumptions about children and their environments, including the quality of parenting. The prevalence of these myths prevents the proper treatment for learning disabilities and sometimes shames parents into not seeking help for their children.
Topics: parenting, FAQ's, educational therapy, Learning disability
“They’ll grow out of it.” This is what parents often hear as issues arise during child rearing. Some behaviours can work themselves out as a child matures, but a learning disability is not merely a behaviour. It is a serious issue that compromises both learning and quality of life.
Topics: parenting, love learning, educational therapy, Learning disability
Topics: educational therapy
For most of the 20th century, medical science assumed the brain was a static organ. Knowledge processing and intelligence were considered permanent genetic attributes that could not change. Schools often created a caste system: students labeled as slow were assumed to stay slow and high achieving students were kept to high standards with no room for shortcomings.
Topics: learning disabilities, FAQ's, educational therapy
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