Parent Student Staff

NILD Educational Therapy®

was developed to treat assumed, underlying causes of learning difficulties rather than simply treating the symptoms. It is a true therapy in that it aims the intervention just above the student’s level of functioning and raises expectations for performance. Students are trained to view themselves as competent, confident learners. The goal of NILD Educational Therapy® is to help students develop tools of independent learning in the classroom and in life.
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Questions About Dyslexia?

  • Yale’s definitive resource on Dyslexia.
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  • The International Dyslexia Association. Leading Researcher and resource on Dyslexia
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Click HERE for Dyslexia Screening Survey


Questions about dysgraphia, Other learning disabilities, and ADHD?

  • NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportunities. Since its beginning, NCLD has been led by passionate and devoted parents committed to creating better outcomes for children, adolescents and adults with learning disabilities.
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  • LD Online  The world’s leading website on learning disabilities and ADHD.
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  • CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) is the nation’s leading non-profit organization serving individuals with AD/HD and their families. CHADD has over 16,000 members in 200 local chapters throughout the U.S. Chapters offer support for individuals, parents, teachers, professionals, and others.CHADD is a membership organization, produces the bi-monthly Attention! magazine (for members), and sponsors an annual conference. The National Resource Center on AD/HD(NRC) is the CDC-funded national clearinghouse for evidence-based information about AD/HD.
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Help your child thrive. Chat with experts, connect with parents and get tips on parenting kids with reading, writing, math, organization, attention issues and more. 

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