Components Paper
National Institute for Learning Development
NILD Level II
Instructors: Bridget Hughes and Shari Pyle
May 30, 2021
The NILD educational therapy model consists of one-on-one intervention for students that struggle and/or have a diagnosed learning disability. The foundation of NILD educational therapy is cognition, perception, emotions and academics. Students enrolled in therapy meet twice weekly for two 80 minute sessions of intensive, individualized cognitive stimulation. The method focuses on stimulating the brain using five core techniques, along with twenty additional techniques, depending on each unique student's cognitive and processing deficits. Through research it has been found that our brain is open to modification at all ages and therefore, students can learn to use their brain more effectively. NILD educational therapy is a “true” therapy that allows a student to learn how to change his/her learning through direct, explicit instruction, and questioning.
The figure-eight logo for NILD educational therapy is a visual picture that represents the four key components of therapy-cognition, perception, emotion, and academics, which affect learning and achievements. These components should be described to a parent along with how reading, writing, spelling, and mathematics are addressed through therapy/intervention techniques. Rhythmic Writing will be the technique used to describe the components. Rhythmic Writing helps to strengthen attention, processing skills, and handwriting.
Cognition refers to thinking processes such as reasoning, reflecting, attaching meaning, remembering and evaluating (NILD Website, 2020). In the Rhythmic Writing (RW) technique, a student is required to evaluate their motifs, and letters once completed.
Perception is how we receive and process information either through sight, sound, touch, movement, smell or taste. The brain needs to perceive information correctly in order for the brain to process the world around us (NILD Website, 2020). In RW the perceptual skill of flexibility (student having to switch directions while writing the figure and solving mental math problems) is strengthened.
Emotion is the way we feel about the world around us, our relationships with others and our approach to life is largely impacted by our emotions (NILD Website, 2020). The technique of RW gives the student self-confidence and perseverance with the task of handwriting. “All children wish to feel successful and want to have areas in their lives in which they feel competent and accomplished”(Mather, 2015).
In academics a student can only be a successful learner if they respond well to standards-driven instruction and must be taught “how to learn”(NILD Website, 2020). In RW, a student is able to develop handwriting, as well as improve fluency and vocabulary skills.
Instead of being in a what to learn environment, a student who receives the intervention of NILD therapy is able to become a competent, confident learner. Grace, author of A Work Of His Grace, was frustrated that students never became efficient independent learners and struggled year after year. Due to NILD educational therapy learning disabilities can be overcome!
Works Cited
Mather, N., Goldstein, S., & Eklund, K. (2015). Learning Disabilities and Challenging
Behaviors (3rd ed.). Baltimore, MD; Paul H. Brooks Publishing Co.
Mutzabaugh, G.(1999). A Work of His Grace:The Development of the National Institute for Learning Disabilities. Norfolk, VA: National Institute for Learning Disabilities.
