Students with learning disabilities are challenged to process information in a manner that allows them to profit from typical classroom instruction, even though they may live in an enriching environment and be as intelligent as their peers. Learning Disabilities, by definition, are the terms used when an individual is achieving significantly below what would be predicted, in either reading, mathematics, or written language, given the individual’s intellectual functioning. We detect where in the process of these academic areas that stumbling blocks occur, so that remedial techniques and accommodations can be designed more accurately and effectively. The multitude of skills involved in the acquisition of reading, for example, involves a complete pattern of visual, linguistic, and memory skills. Problems with visual-perception, phonemic awareness, alphabet recognition, sound-symbol connections, long-term memory retrieval, and ability to sustain attention and persist are several of the areas that can contribute significantly to reading under-achievement, and can be detected in the course of a reading assessment. Isolating these areas of remedial need can be crucial in enhancing the chances of your child reaching grade-level expectations in this area. When one considers the additional skills required when getting information from one’s mind onto the printed page, the skill of written expression can present as an even greater challenge. Our clinicians are skilled at understanding the neurological implications of various Learning Disabilities, so as to set parents and teachers up with exercises to strengthen the actual source of the disability, rather than attempting more generic programming that assumes that all learning issues stem from the same root cause. Additionally, we possess an advanced understanding of practical ideas that can be implemented both at home and at school, and are well-versed in new age remedial technology.