Our Philosophy - All minds have a job – to learn, to become, and to contribute. But there is a segment of our population to whom learning to read is labored and simple math is not logical. Their growth is blocked and they feel trapped. They cry for help, but few hear or understand them. These people think with mental pictures, not words.

We are here to open learning’s door – to teach them another way so they too can learn, become, and contribute their gifts to the world.



ADD / ADHD - Attention Deficit Disorders
(also includes Attention Deficit Hyperactive Disorders)

The DSM-IV has identified three primary subtypes of attention deficit disorders:

  1. AD/HD predominantly inattentive type is characterized by distractibility and difficulty sustaining mental effort and attention.
  2. AD/HD predominantly hyperactive-impulsive type is characterized by fidgeting with hands and feet, squirming in one’s chair, acting as if driven by a motor, interrupting and intruding upon others.
  3. AD/HD combined type meets both sets of inattention and hyperactive/impulsive criteria.

The symptoms of Attention Deficit Disorders (ADD for short) exist on a continuum. Everybody has some of these symptoms some of the time. However, individuals with ADD have more of these symptoms more of the time and to the point that it interferes with their ability to function normally in academic, work and social settings, and to their potential.

People with ADD are often noted for their inconsistencies. One day they can "do it," and the next they can’t. They can have difficulty remembering simple things yet they remember complex issues.

Typically, they have problems with following through on instructions, paying attention appropriately to what they need to attend to, seem not to listen, are disorganized, have poor handwriting, miss details, have trouble starting tasks or with tasks that require planning and long-term effort, appear to be easily distracted, or forgetful. In addition, some people with ADD can be fidgety, verbally impulsive, unable to wait their turn, and act on impulse regardless of consequences. But remember, not all people with ADD have all of these difficulties, nor all of the time.

Because society has traditionally thought of a person with ADD as being "hyper," many children who have ADD with no hyperactivity are not being identified or treated. Individuals with ADD without hyperactivity are sometimes thought of as day-dreamers or "absent-minded professors". The non-hyperactive children with ADD most often seem to be girls, though girls can have ADD with hyperactivity. Boys can also have ADD without hyperactivity.

Additionally, because of the ability of an individual with ADD to over-focus, or "hyper-focus" on something that is of great interest or highly stimulating, many untrained observers assume that this ability to concentrate negates the possibility of ADD being a concern, especially when they see children able to pay attention while working one-on-one with someone, doing something they enjoy, or who can sit and play an electronic game or watch TV for hours on end.

ADD is not a learning disability. Although ADD obviously effects the performance of a person in a school setting, it will also effect other areas of life, which can include relationships with others, running a home, keeping track of finances, and organizing, planning, and managing most areas of one’s life.

For more information on AD/HD and dyslexia please visit the web site of the International Dyslexia Association. The following link has an interesting article from from the International Dyslexia Association (IDA): Attention-Deficit/Hyperactivity Disorder (AD/HD) and Dyslexia

Acalculia - The inability or loss of the ability to perform simple problems of arithmetic.

Dyscalculia - Impairment of the ability to solve mathematical problems, usually resulting from brain dysfunction. Symptoms frequently include:

Some develop a "fear" or "phobia" of math either because of negative experiences in their past, inconsistent educational experiences, or lack of self-confidence.

Dysgraphia - An inability to write coherently. Symptoms frequently include:

When slowing down or getting "stuck" with the details of writing, dysgraphic persons often lose the great thoughts they are trying to write about. Their "conceptual" processing skills are often quite strong enabling them to express "deeper meaning" in spite of difficulty with the details.

Dyslexia - The following definition was adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the National Institute of Child Health and Human Development (NICHD).

Dyslexia is a specific learning disability that is neurological in origin.

It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics. Many people who are dyslexic are of average to above average intelligence.

Symptoms frequently include:

Sometimes the reading comprehension of such a student is surprisingly good in spite of the difficulty decoding specific words.

Hyperactivity - For definitions see ADD/HD section above. Symptoms frequently include: