Learning Disabilities:

- Pronunciation problems
- Slow vocabulary growth
- Poor memory of routines
- Trouble sitting still
- Trouble following directions
- Trouble learning numbers, the alphabet, days of the week
- Poor spelling
- Organizational problems
- Distractibility
- Poor reading comprehension 
- Disorganization of time or space
- Trouble taking multiple choice tests (e.g.SATs), and repeatedly telling  your child to do something and not getting any response; all fall under the umbrella of what is labeled a learning disability.

Many of the most creative individuals in human history have had significant learning difficulties.  Thomas Edison, Winston Churchill, Pablo Picasso, even Albert Einstein are in this group.  Far from being crippled by these difficulties, these individuals were able to build upon their strengths to make remarkable contributions to their particular domain of achievement.  As these individuals have demonstrated having a learning disability has nothing to do with intelligence.

Children who have learning difficulties, children who are exceptional or handicapped (or both), in one intellectual form or another are characterized by the fact that they do not acquire the lessons of school in the ordinary way. These children are usually given conventional help and an effort is made to support them in coping with the educational and emotional problems arising from the disabilities.  Up until now there has been no generally accepted means of dealing with the causes of these neurological processing deficiencies.

Learning disabilities may develop as a result of improper signaling from the body or from outside sources.  This improper signaling causes a break in the normal flow of information to the brain, creating disorganization in the system.  The brain may then redirect inappropriate signals back to  the body's systems, which may in turn cause inappropriate physiological reactions. Neural Organization Technique is the protocol that corrects structural and physiological faults, allowing the appropriate signals to be sent to the brain, and reorganize the way correct information is then transmitted in the body. Neural Organization Technique is a very powerful tool to help these children achieve their optimum goals. A pilot study examining the application of Neural Organization Technique to children with learning disabilities was done by a doctor of chiropractic, a special needs consultant, an educational psychologist, and a research sociologist.  The results were so positive that "CONCERN', a national children's journal in  England reported some of following excerpts from the study: "Before the Neural Organization Technique, the children were given the Vernon Spelling Test, the Edinburgh Reading Test, and the Wechsler Intelligence Scale for Children (WISC©Revised Form).  After the Neural Organization Technique application, they were retested, using the same procedures. The children all showed significant improvements in intellectual functioning. Ninety five percent showed significant improvement in Full Scale IQ with gains of from 4©14 IQ points. Some of the gains made were particularly remarkable.  For example, a fifteen year old child achieved a ten month gain in spelling.  It is very difficult for older children to achieve a gain, especially to this large degree. There were substantial gains made in reading skills, ranging from 12 months to 49 months.  The results are on the whole extremely positive.  Some of the most frequently mentioned changes were in increase in confidence: being more curious and questioning, more eager to learn and do new things; improved ability to communicate, more talkative; improvements in writing, spelling and reading; improvement in relationships within the family and other people and becoming more mature. There were other changes mentioned, including becoming more organized, more able to coordinate thinking and actions; finding it easier to remember; more skilled in particular sports; increased physical strength and fitness; better able to see and focus; neater presentation of school work.  All children made gains to some degree; on one or more of the tests.  The majority made progress that was assessed as statistically significant in all areas. The children's progress was achieved during a period of only six months. In a short time, it is known that children with these learning disabilities generally show little or no improvement in intellectual functioning or in spelling and reading skills.  These results indicate that Neural Organization Technique was the major factor in enabling these children to make such exceptional gains.