ELI is a non-profit educational agency for parents, teachers, and professionals who serve children and families with special needs.
The institute develops videos, movies, teaching materials, and standardized tests on speech, language, communication, and literacy strategies. We provide a Center that serves as a resource for families and individuals with reading and learning challenges. These include but not limited to children with Down syndrome, Autism, ADD/HD, individuals with limited English proficiency, and those with literacy and communication related difficulties. All children, caregivers, and professionals will have free access to the materials.
ELI has a Board of Directors. These Directors consist of individuals who are involved professionally with children and adults with communication and literacy problems and/or have family members who have communication and literacy problems. Local, state, and national individuals are represented on this Board.
It is our fervent belief that communication and literacy are the birthright of all minds. The world must cultivate the diverse and visionary leadership that is present inside all her children. The ability to enjoy and to contribute to society depends largely on the ability to read, write, and communicate. ELI wants to return true learning to the global educational system: “Know Literacy, Know Opportunity.”
ELI is dedicated to developing a series of training videos, teaching materials, and online workshops to enhance literacy and communication for children with extraordinary learning needs.
We are dedicated to helping individuals achieve their full potential through life-altering personal changes that help them reestablish contact with their natural learning abilities, their inner knowledge, and their innate potentials.
We are dedicated to providing a practical, structured language and literacy instructional series for families, teachers, and professionals. This instructional series will enhance each individual’s strengths and will enable them to be an extraordinary learner. We call this series Extraordinary Learning Fundamentals (ELF).
Current educational programs are not effective for struggling, low achieving students – in fact, current regulatory demography is demanding more from existing programs. Thus, there is a need for valid learning strategies to assist all children and adults to read, write and communicate and to provide useful and meaningful training for teachers, professionals, and families. These strategies need to be based on evidence-based research that supports valid assessments and useful intervention programs. ELF is an evidenced-based program developed from more than 40 years of our professional practice and our extensive research among children and adults with communication and literacy impairments. By effectively helping children with exceptional learning needs, these strategies will enable them to become literate and proficient communicators in their society. Other typically developing children who are in need of assistants can benefit from these strategies too.
Federal legislation requires that “no child be left behind,” a model that indicates that all children, even those with exceptional learning needs, are capable and potential learners. The current evidenced-based research documents that all children can learn to read, write, and communicate when provided with appropriate and individualized programs. It is the law that this be a requirement of all federally funded programs providing literacy services to children.
In North Carolina, hundreds of elementary schools have been informed that they fall short of the new federal standards requiring them to raise the end of grade test scores of their weakest students. The law requires that school enrollments be divided into a variety of categories by race, income, and educational disadvantages. For a school to get a passing grade, every subgroup must show improved results. A state analysis indicated that only a third of North Carolina schools met this goal.
North Carolina has recently set guidelines for increasing teaching, training, and programs to improve reading instruction. The reading initiative must follow specific reading programs that have proved to be effective and must focus on five key areas: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. The ELI/EILL instructional series includes and supports all five areas.