According to the International Dyslexia Association, 13-14% of the students suffer from some sort of condition that will qualify them for special education services. Of these students, 6-7% will be diagnosed with a learning disability. There are also a large percentage of students who will struggle with reading, writing and mathematics yet will not qualify for the help that they need.

A common pattern of poor brain integration we see clinically with children who suffer from dyslexia is a decrease in connectivity and integration within the left hemisphere.

The left hemisphere is where the speech and language centers integrate, as well as logical and math/arithmetic integrate neurologically. Plenty of students are able to get the help they need from speech language pathologists and reading specialists, both of which we work closely with, but some may not receive their desired results. When these specialists are performing their duties and the children should be progressing at a faster rate, we know there are fundamental brain development issues that are contributing to the learning disability. When this is the case we know it is not necessarily a “learning” problem, but a “brain integration” problem. From our exam, we are able to devise a therapeutic plan that aims to reintegrate the child’s foundational neurology. This consists of remediation of primitive reflexes, left brain sensory-motor stimulation and dietary/lifestyle changes.

By optimizing normal adaptive physiology, many children and educators see changes on their academic achievement tests and report cards. Once the brain is functioning at a higher level, we also recommend that care is continued with another practitioner such as a speech pathologist, occupational therapist, or reading therapist to optimize function since the therapies will now be more appropriate.


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