The teachers say he’s just not trying, he’s daydreaming, or just not doing his work. He spends hours each night on homework, and still brings home Cs, Ds, and Fs.

Is it a learning disability? Could it be?

Wikipedia says: “In the United States and Canada, the terms learning disability, learning disabilities, and learning disorders (LD) refer to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information.

A learning disability is not indicative of low intelligence. Indeed, research indicates that some people with learning disabilities may have average or above-average intelligence. Causes of learning disabilities include a deficit in the brain that affects the processing of information.”

According to The National Center for Learning Disabilities (NCLD) approximately 5% of children enrolled in public school in the United States have some form of learning disability.

“Think of your brain as a huge file room with rows and rows of filing cabinets. When information is received, whether it be something you saw (visual) or heard (auditory), it is sorted and stored in your “file room”. For some people and for a variety of reasons the filing system used by their brain is not the correct order.

Imagine if your employer told you to go to the file room and retrieve an important file, you open the first filing cabinet to find none of the files are in alphabetical order. In fact the filing system makes no sense to you at all. How long do you think it will take you to find that all important file?

For people with processing deficits the filing system chaos in their brain can make even the easiest task difficult or at the very least laborious.

The programs used by The Therapy Group help to re-order that file system and strengthen the neuro-pathways (routes) from information intake to the correct file cabinet.

The effects of dyslexia, in fact, vary from person to person. The only shared trait among people with dyslexia is that they read at levels significantly lower than typical for people of their age.

A child with dyslexia will struggle with age appropriate reading, cognitively processing information heard or read and recalling/retrieving information learned.

If we understand that the effects of dyslexia are caused by processing errors in the brain or faulty wiring, it follows that we can eliminate or vastly improve those effects by addressing the problems neurologically.

The past 5-10 years have seen an explosion in research focusing on the relationship of cognitive functioning, processing of information and the neuro-plasticity of the brain. Scientists and neurologists have determined that the brain possesses the ability to “re-wire” around damaged or non-functioning areas and to build new neuro-pathways to improve performance.

A neurologically based program designed to strengthen the brain’s ability to process, store and correctly retrieve information would be the first intervention recommended by The Therapy Group.