Archive for the ‘ADD/ ADHD’ Category

 In Just A Month, I Can See A Difference!

“I have been so excited to see how Jason has improved in his ability to interact, remember and even pay attention after just a month on the Little Giant Steps Neuro-Educational Program!

We are playing the processing games and doing the crawling activities that are on the program and working with his eye tracking and it seems to be producing such fast results, it’s hard to describe!  He seems more content and not so frustrated at every little thing.  At first, I thought it was just that he was getting more attention from me, which can never hurt, but it’s more than that.  He actually seems to be thinking differently and is not so impulsive and jumping from one extreme emotional state to another as much.

I believe we may be seeing the “brain organization” you were talking about and I just wanted to tell you we are so grateful we found Little Giant Steps and your programs. Our whole family is amazed with some of the things he’s saying and noticing, which would never have happened before.  In fact, his siblings tried to avoid him, because of his foul moods.  All I can say is a big “THANK YOU”!  We finally are seeing the son we knew was there, but couldn’t gain access to!  God bless, Jason’s Mom.”

Note: While Little Giant Steps is delighted with the progress Jason has made in such a short time, we cannot predict how long it will take for the body and mind to respond to the Neuro-Educational Program. Each child is different.  It really depends on the status of incompleteness the neuro-development is at the time the program is instituted and how faithful the family or tutor is to the program.  It sounds like much of Jason’s neuro-connections were ready to grow, and the program is finishing the job.  He’s gone from what seemed like a brain working on a dial-up connection to one with high-speed connections. We call it “neuro-efficiency” and that is what we pursue with all of our clients ~ an organized brain and neuro-efficiency!  That’s how learning becomes easy! Life becomes much better!

A Thankful Mom Writes:

We are so thrilled and are praising the Lord today in our house.  We have had a major breakthrough!  I never thought I would see the day that I would witness our daughter pick up a book just to read for pleasure.  It is like something just “clicked.”

I had asked her in times past why she did not read (because she could) but she said it was hard.  Still, every time we went to the bookstore I allowed her pick out a book for me to purchase for her.  There were even times that she went out and bought books on her own.  I could tell she really wanted to enjoy reading but never could.  Last night she told me that she was on chapter 6 of a book she began reading that morning.  This afternoon she is on chapter 11 of that book!  I just thank the Lord for Little Giant Steps and how it has helped her.  I also thank the Lord for the new problem we will have -getting her to put the book down long enough to help with doing the dishes! ~ Mom of a new reader!

#Little Giant Steps #(LGS) loves hearing about the success of those who have committed to working our programs.  When learning is hard, LGS is there to provide evaluations, in-home programs  Developmental Foundations(5-college), (Early Learning Foundation)for ages 2 – 5, or even for seniors (Memory & Motion).

If you have questions, please feel free to contact us.  We want your child to discover how learning can become easy, too!

 One Word To Describe Experience with Little Giant Steps

“When I was asked to use one word to describe our experience with Little Giant Steps (LGS), I said, “Freeing!” I knew Joseph was smart.   He had a hard time focusing and when he did math, he jumped all over the page. It took him hours to get school work done. Also, he would have little bursts of frustration with his brothers and was hard to reason with. I was tired of always having to keep my eye on him and everything.

After the improvement  in his brother’s life (from the LGS Neuro-Educational Program), we decided to have Joseph join the program. Joseph really took the initiative and work up early and did his hour of therapy before his other school work. It has been very freeing to see him change.  At completion he is reading  at 10th grade level.  He is actually enjoying Algebra and he can focus and complete his work twice as fast.  He doesn’t skip around anymore.  I do not have to check on him constantly and he is trustworthy to get his schoolwork done.  He gets along much better with his brothers and will actually reason out situations.  He is much calmer, yet fun and still our comedian . R. Bradley, TX

  Infants Sitting Upright Most of Their Waking Hours = Developmental Gaps

 I learned the hard way about this.  I was a germ-a-phob (frightened of having too many germs around my children). Therefore, my son spent very little time on the floor where he should have had the opportunity to strengthen his muscles, establish strong efficient neuro-pathways between his brain and body and help map the brain as to the location, locomotion, and responses of his limbs and mobility of his body.  Thanks to the Neuro-Developmental Approach, (a methodology Little Giant Steps has implemented for thousands of children with learning issues) my son’s brain and body were brought into alignment as God intended and his future became very bright and still is today!

Without the pressure, tactility, experience of temperatures, textures, and all those experiencial factors being practiced each day, he was left with gaps in his development.  He was bright, but unable to do things like tracking sentences with his eyes. Color within the lines. Coordinate movements.  His brain was very disorganized as was evident when he talked and of course his constantly loosing his stuff and creating messes where ever he landed for ten minutes.  Even developing either his right or left handedness was still up in the air by the time he was ten!  Yes, his developmental status was leaving him in a dysfunctional position with his school work, trying to read, write, and achieve what he was capable of intellectually.

Sitting upright in swings, car seats, high chairs, etc. does not allow those little toes to push against the hard surface.  Nor, do the arms, elbows, hands, and fingers experience the weight of the body and the pushing up, which is crucial in developing the muscles that will allow the child to bring their heads up so the development of sight gets off to a good start.  It’s a cascading effect on physical and cognitive development and each year the child gets further behind if no intervention is implemented.

What Is The Solution?

The solution if you see them struggling with organizing their thoughts, struggling to remember, muscles being weak, reading and tracking objects with their eyes, comprehending, failing at phonics, is to get your child evaluated, put on a neurodevelopmental program and pick up all the stages of development they lost due to ignorance as to the cost of leaving them in all these “gadgets” that look great, but are really best for dolls, not living, breathing, developing infants!

Here is the article that will more fully address this issue:  Teaching Babies .  But simply what is the best you can do for your new born?  Have them on a hard surface (floor so they won’t fall) and allow them to “root” and “scoot” around for as long as they will. I know it’s not as convenient for you, as you can’t see their face quite as easily as when you’ve got them in a car seat sitting on the counter, but the dividends in creating a neurologically efficient child who’s body and brain are truly in sync allows them to reach their full potential!  Don’t just think about this….Do It! Your child’s future is the most important thing you can affect positively and establishing an efficiently functioning brain that will last him/her a lifetime is worth more than gold!

                                               TWICE HIT, ONCE BITTEN 

When a child has a learning issue (ADD,  ADHD,  Dyslexia, Developmental Delay, Downs syndrome, mental challenges), they are hit by a one-two punch.

First, there is the difficulty in engaging with the subject matter that is being presented to them.  School is not the first place this has been noticed, by the way.  Parents typically have been dealing with a child that can’t follow directions, remember or retain information they’ve been given, show signs of disorganization in their thinking and play habits, don’t comprehend many concepts, and habitually looses stuff!  Unfortunately, many parents think, “Oh that’s just (name). They’ve been like that since they were little. They’re always in trouble, because they just don’t listen, or are never careful about anything!”  So, this child’s frustrating patterns have been logged into the parents awareness, but most will just dismiss it as the “child” not conforming, and most parents just deal and accommodate the situation.  Few, unfortunately, have a clue that there is a rather simple, natural solution to what the entire family is struggling with by now.

The second punch is the debilitating slow erosion of the child’s self confidence in him or herself, the loss of curiosity and interest in the world around them, the anxious frustration that often times get turned inward to self-loathing which leads to very self-distructive behavior as they approach their teens and beyond.  Is it any wonder 80-85 percent of the inmates in prison have learning disabilities?

THE SOLUTION

Little Giant Steps has been treating thousands of children, teens and adults.  Please for the sake of your child, yourself, and both of your future, read about the Neurodevelopmental Approach.  Read the Learning Disabilites article, as well.  Investigate, Learn, and set your child free!  There is affordable help now.  See all about the professional evaluations and the in-home programs!

Learning Difficulties Can Be Resolved

At this time of year many of us are looking for the right costume for Halloween.  Children get very excited about “what they’re going to be this year”.  At our house, it looks like the “Caveman” costume will prevail.

As I think about children dawning masks and disguises, I immediately think about those daily challenges children with learning issues hide or cover up.  #Little Giant Steps#, a neuro-educational consulting group, is all about eliminating the need for children, teens or adults to wear a disguise about what they are able to learn or understand. In fact, there is a name for this behavior of “covering up”.  It’s called “Coping and Compensating”. 

Relying On Coping and Compensating Is Always Second Best.

There are programs out there, many grace the halls of our educational systems, that only teach coping and compensating.  Unfortunately, that is not the best solution for us today, in light of the research and developments concerning the function of the brain and body and how most learning issues can be eliminated if we address the root cause of the problem.  When I say root cause, I am talking about the symptoms that the individual displays.  How do you think our society decides on the diagnosis of learning issues? By looking at the symptoms.  Now the big brave question is; “Can these symptoms be treated at the source”?  Where’s the source? In the brain. Yes, they can and have been addressed through the Little Giant Steps Neuro-Educational Program quite easily, because we are talking about the root cause of our functional abilities, which is reflected by what happened to us as infants with our early steps of development.

What Intervention Is The Best? 

What #Little Giant Steps# has seen over the years is by utilizing the feature of the brain called “plasticity,” specific stimulating activities that mimic early developmental steps and stages can, in fact, cause the brain to become organized at the most primitive levels of the brain (the pons) and can also positively effect the mid-brain.  It allows the brain to create many new connections not only within the brain itself (that have been delayed in developing for a variety of reasons), but also establishes effective and efficient communication neuro-pathways (connections) between the brain and body. Our programs have been likened by our clients in this way, “It’s like going from a dial-up connection to high speed connections on the Internet.”  

#Little Giant Steps’# intervention methods are totally natural, no drug therapy needed, allows the areas of dysfunction and deficiency to heal or change and develop into what God had originally intended.  When a child, teen or adult reaches their appropriate level of function or grade level, the individual graduates from the program. The assist (completed development) that was needed to get the “connections” functioning properly has set the course for even more complete and total developmentally functioning brain and body are in order, as was designed by the Master of Creation.

Please see part of the thousands of children we’ve helped to become whole and reach their full God-given potential by viewing the results of our testing them on Math, Word Recognition and Comprehension.  All programs are done at ones convenience at home with parents, siblings, or (if a family prefers) with a tutor trained by Little Giant Steps.  We’ve made the whole process easy, convenient, and while you may be busy for a time, there comes a time when you’ll see your child (or maybe yourself) making progress in academics, coordination, behavior, conceptual abilities, and most important ~ you’ll see an individual who has mastered his or her abilities and now approaches the world with a healthy curiosity, and confidence to seek and enjoy the many mysteries of life and learning.  The need to disguise, mis-direct, act out, or create distractions are no longer needed. The coping and compensating that drains energy disappears. Life does not need a mask any longer.  And, as one little boy who was on program for the #symptoms of dyslexia# told his father, “Dad, I don’t have dyslexia anymore.  I’m over it!”  Now, the whole family has a new outlook on life, as what he said was true.  He no longer is required to struggle. In fact, he’s functioning above grade level! He is functioning with neuro-efficiency!  His mind and body were now working in unison, the way God intended.  It’s all a matter of  fixing developmental function for those at Little Giant Steps, and it’s the best life-long answer!

P.S. Please check out our Professional Programs and our At-Home Programs : “#Developmental Foundations# or pre-school: “#Early Learning Foundations#” . If math is the problem, see “#Rapid Recall System#” ~ you may what to check out the research done in public & private schools on this one! It’s amazing!  OH!  I almost forgot those of us over 18:  #Memory & Motion #.  God bless!

Little Giant Steps Knows From Practice About Learning

For over twenty years Little Giant Steps has known that all input of sensory information is important.  As is, sensory out-put.  The “System” our great creator devised for us is a total package, not designed to work best with just the Visual, or the Auditory, or the Tactile Systems.  When I first heard of the new theories about “Learning Styles” I was highly suspect, and it reminded me how in our modern day many with good intentions come across an idea, then develop it around a given instance, while fully ignoring the “rest of the factors” involved.  I saw professionals seeking to solve a problem, but in the process “dumbing down” the entire system, as a result.

What Is The Accepted Procedure For Strengthening An Area Of Dysfunction?

Physical therapy is what comes to mind as a good analogy that reputes theories of Learning Styles.  If you have a leg that is weak and not functioning as well as the other, the therapist would not set about strengthening your “good” leg.  No, they would address the area of weakness, the non-functional area and build it up…. because, as we all know, it takes two good legs to walk successfully.  The same is true for learning.  If a person tends to have poor processing skills due to low auditory processing, we don’t ignore the need to increase the processing abilities and just tell the person, “You’re a visual learner, we’ll show you pictures, work with icons, to help you get by.  That, in our minds, is called “coping and compensating” and no one will ever be as successful learning by implementing coping and compensating skills, rather than fixing the root cause of area of dysfunction.  All human beings need a good foundation for learning, and that means more than knowing the A,B,C’s and Numbers.  We must have an efficient brain and body that can work send lightening fast communication through all our sensory systems.  If we lack connections (neuro-pathways that can only happen by completing the required steps of development), then we cannot function efficiently and effectively when it comes to learning (Learning Disabilities).  We know students will learn better and easier when their weakened areas of function are addressed and made right by completing the foundational development that was missed in early childhood. Once the foundation is complete, receiving, comprehending, processing, storing, and recalling information becomes organized and efficient.  Which, by the way, makes for a very happy productive student with glowing confidence, because he knows what he knows and can have access to all he knows.  He’s not trying to use only half of what God gave him.

Here’s an article from the NPR Blog, by Patty Nighmond.  It backs up what we’ve known for many years.  I am so glad to see someone out there recognizes we are a “whole” system and all parts need to become as effective and as efficient as possible in order to learn with ease.

Think You’re An Auditory or Visual Learner? Scientists Say It’s Unlikely.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

Solving Learning Issues Begins With Natural Stimulation To The Brain 

Listen to a mom’s comments with regard to #Little Giant Steps# Neuro-Educational Programs.  LGS relies on boosting the natural features of the brain (neuroplasticity) that allows for change, repair, creating of new connections so the child, teen, or adult can think more clearly, accurately and with speed. An increase in the ability to receive, comprehend, process, store and recall information is all a by-product of the LGS Neuro-Educational Programs.(age or I.Q. are not a factor, everyone can benefit from Neuro-Efficiency ~ an organized brain).  The brain is actually 97% connections and 3 % cell bodies.  We teach you, the parent,  to do fun activities that can make a difference like you’ll hear from this mother :

A Mother Reports On The Difference She’s Witnessed

A year ago, our 12 year old son was using 1 or 2 word sentences and motions to communicate.    He also had behavior issues and lack of attentiveness that kept him from being part of a regular classroom.  After using our Little Giant Steps Neuro-Educational Program since June, we are seeing amazing progress with our  son.  He is talking in details and wants to read the ingredient lists of his favorite foods and record them in my recipe file.  We can hardly keep up with his flood of words now.

 He is a lot more interested in people and has eye contact now.  We are more likely to get an answer when we ask him about his day at school.  He wants to play with his 9 year old  brother and neighborhood kids now.   We see a look of understanding in his eyes that we’ve never seen before.   This sounds just too good to be true, but it’s not.
 
When we finish the dominance trial in a few weeks, we are planning on taking him out of school to home school him using Little Giant Steps program as a base for learning.  Hopefully after a period of time he will have progressed so much that he can return to school and attend regular classes. 

We have found Jan Bedell’s Neuro-Educational Program helpful where others were not.  For that we are so grateful.   Thanks, C.C.  Lubbock, TX

P.S. ~ If a Professional Evaluation is not possible, then Jan has provided a way for you to see amazing results with LGS in-home-programs called Developmental Foundations (5yr. -adult), or Early Learning Foundations (2-5 yr.).  Check them out!  They won’t disappoint!

A New Way To Prepare For Learning

At Little Giant Steps learning is be made easy! How?  By utilizing the most up-to-date technology where learning is concerned.  Where does learning really happen?  In the brain.  If a child has a disorganized brain, which unfortunately, so many of our children today have due to the lack of getting the proper (required) neuro-stimulation in their early months of life.  Why is this the case? Because, instead of babies being on their tummies during their waking hours, parents put them upright in seats where they have no way of feeling resistance to their environment and the fact is, all of the developing neuro-pathways that come about from the stimulation from being on their tummies are left in a state of incompleteness.  Therefore, the brain and the body’s lightening fast highways never get constructed in the degree that allows for efficient processing of information.  Babies must go through steps of development.  It’s a requirement.  They must have the opportunity to feel the sensations (rough, smooth, cold, warm), resistance, responses to their reflex actions, [which is how the brain is mapped] that can only come from having their whole body on the floor where they have to raise their head (neuro-muscular, sight, and sound), rock their bodies (proprioception ~ knowing where you are in space ~ too close, too far, etc.), digging their toes and hands into the hard surface of the floor where they push, pull, rock and roll (balance, coordination, beginning of locomotion coordination).  For more information on Teaching Babies, please read this article.

Symptoms of Dysfunction Tell Us Where the Root Cause of the Problem Lies.

For each learning problem there is a root cause that can be identified and remedied. When the brain and body are communicating efficiently then sensory input is improved and the learning process can become a joy. Learning Disabilities has become an epidemic in the United States.

Labels like Dyslexia, ADD/ ADHD, PDD (Developmental Delays), and Autism are hampering more and more schools from teaching effectively, and children receiving the academic success they deserve. These labels have invaded the lives of children and their families and have forever changed the landscape of education. Has the joy of learning been diminished? Yes, it has without a doubt. The professionals at Little Giant Steps are trained to utilize the Neurodevelopmental Approach and have had many years of success in making learning fun again! Little Giant Steps addresses these “symptoms” by using a two-fold assessment. First, using a battery of educational tests, a baseline for math, reading and comprehension is established. Next, a developmental evaluation where nine levels of development in six areas of function are assessed. This information gives the Neuro-Educational Specialist the basis for writing an individualized program. The program will address the root causes. The one common element in all learning issues, from our point of view, has to do with sensory dysfunction. Built into the brain is the element of neuroplasticity which is the natural ability of the brain to repair those areas that are deficient, incomplete, or damaged.We firmly believe that we can make a difference in the lives of our clients because we’ve seen it over and over again. Learning can truly be made a joyful experience that will last a lifetime.

Educate yourself about how you can make a significant difference in your child’s life, and see him flourish in school. Help him to become the whole person God intended, a person who can reach their fullest God-given potential!

 Evident Disparity Between Intellect and Motor Function

At# Little Giant Steps#  special children with #Special Needs# bring so many wonderful things to us. Often when we least expect it, they can tell us things that only when we’ve had time to gain perspective, does the “light” go on.

One of those teaching moments happened when my preschooler, who we would learn later, had severe Dyslexia helped the light to go on about the disparity I had seen since he was 3 years old between his intellect and his motor function. When I asked him about his struggle with his gross and fine motor skills, he replied, “I have trouble doing things because I have “fluffy hands”! It took me several years to figure out what he was really telling me. When I became aware of The Neurodevelopmental Approach his “fluffy hands” mystery was solved. The only way he could describe the lack of sensation he noticed that were different in his hands and fingers from other parts of his body was to tell me what he experienced, and his best description was “fluffy”. I came to learn that crawling (which he didn’t do much of) is a crucial step in developing lower level brain organization. Without developing strong neuro-pathways which carry signals from his limbs to his brain, the registering of clear tactile messages wasn’t happening.  The brain is made up of 93% connections and 3% cell bodies. So the early developmental experiences is what creates the neuro-connections or pathways in the brain and between the body! The goal of our early development is always to bring us to a state of neuro-efficiency.  This efficiency refers to the lightening speed of the brain receiving messages from the sensory systems in the body and then acting in concert with those messages, so we can function seamlessly with rapid responses and appropriate mental tasking. He was not sending and receiving these messages quickly and accurately, because the network of connections weren’t fully developed. Therefore his gross and find motor skills were seriously lagging.  His vocabulary was that of a gifted person, his ability to grasp concepts at an early age was mind-boggling, but he couldn’t read successfully, and doing any kind of writing, coloring, or other eye-hand required activities (gross or fine motor skills), well he was unable to respond with any organization, clarity, correctness in any shape or form.

Developmental Delays

I later learned he was suffering from Developmental Delays. I am glad to report it was not a life sentence! I learned how (with the help of a #Neuro-Educational Evaluation# and an individualized program like Little Giant Steps offers) to help my child through brain stimulating activities that would create the much needed pathways and improve the communication between the brain and body. I am so grateful for The Neurodevelopmental Approach! My child is totally functional because of it! In fact, today as an adult he daily serves people with his professional skills at his dental office!  Yes, he’s a dentist who performs advanced procedures such as dental implants, root canals, etc.  Receiving brain-based stimulation at age 10, saved him!  He now daily carries out his God-given potential by serving God, his family, and his community.

If  you have a child with #Dyslexia# here are two resources:  John’s Mom & The Dyslexia Workshop

If you have a child with #Developmental Delays# here is an excellent in-home program: Developmental Foundations

If you have a school you’d like to share our success with please share our Little Giant Steps Educational Services Site

Let us know how we can help at http://www.littlegiantsteps.com/