To our knowledge, there are no “silver bullets” providing a solution for everyone faced with the challenges of learning, attention, and/or processing difficulties. There are many pieces to each of these puzzles, and iLs addresses a number of them through our multi-sensory, neurophysiological approach.

The following points describe some of the areas in which iLs programs can be most effective. Please visit the Research section and Testimonials section of this website for more information on iLs results.

• attention difficulties: A well-modulated vestibular system is important for controlling the nervous system’s level of arousal. iLs bone conduction headphones and frequency filtration stimulate the vestibular system in specific ways that improve our ability to maintain a calm and alert state.
• auditory processing: The vestibular, cochlear and visual systems are our main systems for organizing sensory input. Together they form an interdependent system which allows us to detect and analyze sound, control balance and movement, and integrate our touch, hearing, and vision. iLs programs apply gradual and gentle stimulation to the vestibular/cochlear system, thereby improving the integration of sensory input to the brain.
• reading/learning difficulty: Reading requires the ears and eyes to work together synchronously. As your eyes move from letter to letter your ear (cochlea) translates each letter into a sound. The vestibular system coordinates certain eye movements and aids in the synchronicity of the eyes and ears which is vital for successful reading. iLs programs affect eye tracking abilities as well as neurological timing and vestibular function, thus reducing processing delays often found in students with learning difficulties.
• pitch discrimination/phonemic awareness: Sound enters the ear as a myriad of frequencies and intensities. The cochlea, within the inner ear, is in charge of discerning the various frequencies. If the cochlea is not functioning well, we have poor “selectivity” and have a hard time telling the difference between a “P” and “B”, or “T” and “D”. iLs programs typically increase selectivity, resulting in better classroom performance and increased confidence.
• self-esteem: One of the most significant areas of improvement we see with students is in their self-esteem. When we are processing information better, performing better in school and at work, we naturally feel better about ourselves. On a physiological level, it is worth noting that sound stimulation is received by more parts of the brain than any other sensory input. This includes the limbic system, which plays a major role in our emotional well-being.
• alertness, focus, energy: A majority of our sensory stimulation is received via the vestibular/cochlear system. From there it is channeled to a system at the base of the brain known as the ascending reticular activating system (ARAS). From the ARAS, the stimuli are relayed to the cerebral cortex. With good auditory and vestibular input, the ARAS stimulates much of the cortex, having a profound effect on levels of “consciousness” and on one’s sense of feeling sharp versus hazy.