Lisa Harp

Lisa Harp Quick Facts

Lisa Harp, an educator,
certified teacher, learning
disability specialist, and educational
therapist for over twenty years. Lisa is the developer of neuro-sensory educational therapy.

After observing how difficult school can be for students with
learning problems, Lisa began independently researching learning
disabilities and how to effectively treat them. She also received
training in vision therapy and brain integration therapy.

Lisa has brought this knowledge and experience to Learning Link
Technologies by creating a system that has been proven to help
struggling students. This system is now available to families through online classes and video format so that all students have the chance
to succeed academically.

Lisa also founded the Harp Learning Institute, which is a leading
edge learning center in Northern California.

About Neuro-Sensory Educational Therapy

 Sensory training transforms lives. The children I have used these
techniques with have improved significantly, not only academically, but
socially, emotionally, and behaviorally as well. When the brain becomes
balanced and wired correctly then kids can learn and succeed as nature
intended. These techniques are based on over thirty years of research on
how the brain works. The foundational work in this area was done by two
medical doctors, Glenn and Robert Doman, and an educator, Carl
Delacoto. These men were trying to find out how head injury patients
could recover functions that were lost, such as reading and writing.
Their findings brought the conclusion that the brain develops through
stimulation and that children are not born “wired” for all tasks at
birth. They become wired for these tasks by doing certain physical
activities as they develop.

The doctors discovered that creeping, crawling, exploring, examining,
looking, and listening were the activities that helped to integrate the
brain for reading, writing, and math later in life. So, if a child
didn’t crawl enough as an infant, then he/she might not be reading well
because the necessary wiring in the brain did not take place at the
correct developmental stage. Not all learning problems relate to
crawling, though.

The body is also organized for movement and processing information. If a
child’s dominant hand is opposite of his/her dominant eye, this can
interfere with learning, especially reading. Jerome Rosner, in his book
Helping Children Overcome Learning Difficulties, mentions this problem
but feels that it is not a conclusive argument because not all children
who are mixed
dominant (the term used for dominant hand and opposite dominant
eye) show learning problems. I, too, have found this to be true. As a
matter of fact, I am mixed dominant and have never had any learning
problems. However, I have found that the kids I do work with who are
mixed dominant have a greater hurtle to overcome as far as learning and
academics go.

Also, speaking from someone who is mixed dominant, I always had an
unsettled feeling, as if I didn’t fit in or belong. I feel it is from
this misalignment. Once I started doing martial arts, I noticed a more
balanced feeling. I think it has to do with the physical exercises that
were necessary to help wire my brain to “see” correctly. In addition, I
do have some other learning problems that just don’t show up in
“academics”. I have no sense of direction and get lost easily. I have
problems with bridles, saddles, ropes, and seeing how things fit
together. I get frustrated with anything mechanical. However, I have
always had outstanding grades. I feel that the mixed dominance shows up
in different areas and is indeed a point to consider. If you think about
it, we read from left to right. Our right eye should lead off when
moving across a page. If you are mixed dominant, and you are right
handed but left eye dominant, you will want to lead off with your left
eye. This is confusing and not efficient. Some of us learn to overcome
it, perhaps by sheer persistence, but many kids suffer because of this
problem.

To correct a learning issue, you must go back and correct the deficits
in the developmental process. By using brain retraining techniques, the
brain can be “rewired” for proper, efficient learning. Doman and
Delacato’s research showed that approximately 80% of American children
pass through the necessary developmental stages as they should. That
leaves 20% of the children in our country who are left struggling in
school, most of which are boys.

Recent Articles

Articles published on SelfGrowth.com