An alternative plan.
For parents of children who struggle to learn, finding effective intervention can be a challenge. The National Institute for Learning Development (NILD) has developed tools for learning that offer hope. Founded in 1982, NILD’s goal has been to equip individuals with learning disabilities to succeed academically and in life as independent learners.
NILD Educational Therapy™ differs from tutoring in that cognitive and perceptual weaknesses are strengthened to support independent learning. This approach is individualized and intensive mediated learning. Compensatory techniques are avoided.
Many of NILD’s techniques were developed through the work of pioneers in the field of learning disorders, such as Archie Silver, M.D. and Rosa Hagin, Ph.D. at Bellevue Medical Center in New York. In 1973, these techniques were introduced into a school setting. NILD is currently an international organization with over 1000 active programs in 46 countries.
· 80 minutes twice weekly
· 26 techniques tailored to the learner
· 3-year commitment
· Parental involvement
· Strategic approach to learning
· Individualized attention
· Independent learning
· Overcoming cognitive deficits
· Long-term change
· Improved social relationships
· Improved self-image
· Development of responsibility
How NILD Educational Therapy™ Works:
Deficits in perception and/or cognition impact the learning process and create uneven academic performance. The learning process is represented as a wall with various components. Perceptual and cognitive skills form the foundation of the wall. If any of these areas, such as basic skills and strategic thinking are weak or vulnerable, academic skills are affected.
After cognitive and perceptual deficits are strengthened, the learning process functions efficiently. Students become able to learn independently. More like physical therapy or speech therapy, NILD Educational Therapy™ is boosting weak, vulnerable systems.
NILD Educational Therapy™ uses interactive language and dynamic intervention to develop core academic skills and higher order processing through:
Explicit and Intentional Intervention
- Students with learning difficulties do not learn easily or incidentally
- Research says students need:
- explicit instruction
- intentional delivery of intervention
- intensity focused on individual needs
Inductive Reasoning and Socratic Questioning
- Specific to general
- Heart of critical thinking
Guided Practice and Systematic Feedback
- Cumulative review guided by questioning
- Student explains process
- Explores options together
- Accesses prior experience and knowledge
- Student is an active participant
- Principles of effective instruction cited by research
Self-regulation and Transfer
- Curbing impulsivity
- Builds confidence for independent functioning
- Builds precision and clarity in verbal expression
- Builds association skills