NILD (National Institute for Learning Disabilities)

This program is offered in conjunction with students who can successfully function within a regular classroom with some accommodations monitored by Mrs. Willemin. Students have therapy twice a week, but are in class with their peers the rest of the time. 


Individuals with average to superior intelligence who have specific weakness in perception and/or cognition are said to be learning disabled. As students, they do not always learn by traditional instructions methods.

NILD is a program helping students with learning problems discover ways to succeed. The educational therapy program was developed by the National Institute for Learning Disabilities (NILD) and focuses on stimulating areas of weaknesses in perception and cognition. Our program is not tutorial and compensatory techniques are avoided. Intensive educational therapy is provided individually to each student in two sessions per week. Therapy techniques are especially designed to strengthen deficit areas, thus improving classroom performance.

Potential students for this program are those experienceing obvious frustration in areas related to school performance. Students with poor spelling, illegible handwriting, inability to express thoughts in writing, or difficulty with reading or math are candidates for educational therapy.

Myra Willemin has been an educational therapist since 1996, working with students from kindergarten to high school seniors. She holds NILD certification, as well as a Bachelor or Arts degree from Bob Jones University in Greenville, South Carolina. In addition to being a therapist, she has twenty years of classroom teaching experience.

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Our son, Derek, was diagnosed with a learning disability in second grade. At the time of his diagnosis, his reading and writing level was pre-kindergarten. We immediately began checking into programs that would address his disabilities. We enrolled him in the National Institute for Learning Disabilities (NILD) program. The therapy and techniques that our son has learned in this program have allowed him to be successful in the regular classroom and gain the skills necessary to be independant. Derek is now an MCA graduate and is attending college. We are thankful for the NILD program and the dedicated therapists that have worked with our son the past ten years. It is a program that has a proven record of success and has been a God-send for our son!

~Linda Gordon

We discovered LD problems in both of our children at an early age. Mary's appeared around the second half of second grade. We had her tested and found that she had dsylexia. She entered the NILD program in the third grade with Mrs. Hutchison. Readng and comprehension were her greatest challenges. After three years in the program, there was a profound change. She suddenly stopped coming to Connie (her mother) and I for reading help. She has also been earning A's and B's in all of her classes with little or no help from us. Mary is now in the ninth grade and is in honors classes making A's and B's! It was definetly the right program at the right time for Mary!

Jonathan's LD was discovered in the second grade but through testing he proved to be a more severe case. He began the NILD program with Mrs. Berry last year and we are seeing the same great changes we saw in Mary. His reading has improved tremendously though he still has a ways to go. Oddly enough, he will breeze through larger words now and stumble on the smaller ones, but even that is improving. 

When we first started Mary in the program five years ago, no one we talked to had ever heard of it. Now it seems we are hearing many more success stories of how it has helped others. We really appreciate all of the resources MCA has invested in the program and would highly recommend it to anyone.

~Michael Barrs

Our daughter, Brooke, participated in NILD therapy at Metro Christian Academy during the fifth and sixth grades (fall 2003-spring 2005). We notice her struggle, particularly in math, beginning in second grade. Her struggles increased across the curriculum in third grade and by the time she entered fourth grade, she was doing three-four hours of homework seven days a week just to keep up.

The summer after fourth grade, we had some educational testing done. This revealed that Brooke was slow at processing the information she was given. Brooke needed a lot of extra time to figure things out. She also needed step-by-step logic with strategies on how to comprehend and remember information. The NILD therapy that Brooke did at school and the homework with rhythmic writing has truly made a difference. Brooke is more confident, independent, and less frustrated today than ever before and this is a direct result of the NILD therapy.

Though Brooke has finished the program, she continues to use strategies taught by her therapist, Myra Willemin. Brooke occasionally needs more time to finish tasks, but today we are looking at five-ten extra minutes where in the past it was 30-45 extra minutes, or she did not finish at all. NILD has helped Brooke realize that though she may think through a task differently than some of her friends, she can still be just as confident and successful as they are. We are all created differently and we all learn best in different ways. NILD targeted Brooke's learning weaknesses and helped her gain the confidence and understanding she needed.

~Cyndi Augustin, MCA Principal