The Pathway to Success

Individual Learning Solutions is a not-for-profit organization that helps students with learning and social challenges reach their full academic, social, and emotional potential. We promote family wellness by addressing the needs of the whole “special” family and coordinating multiple services.

ILS teaches students and their families a variety of strategies, advocacy, and adaptive technology that will reduce educational and inter-family stress. We give students and families a variety of checklists, easy-to-use form letters, lists of resources, and practical advice. We also offer counseling, school selection, post-secondary and career advising, and equine therapy.

Learning Services

Individual Learning Solutions provides an array of services to assist with your child’s unique needs. Allow us to aid in the learning process, all the way from initial diagnosis to eventual career selection.
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Articles on Learning

Our President, Natalie Phelps Tate, has written a number of articles. Her experience with learning disabilities provides a special insight and understanding of your child’s situation.
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Windmere Crossing
Pony Farm

Windmere Crossing Pony Farm is operated by an education not-for-profit organization and offers fun and safe opportunities for children and adults to interact with friendly ponies and other farm animals.
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Articles, Journals, Research

LDA 2001

Sensitizing Non-LD Students To The To The Learning Problems Of The Learning Disabled: A Pro-Social Intervention Strategy


Ten workshops for inclusion classes to familiarize students with the unique needs of their Learning and otherwise disabled classmates. Appropriate for 6th grade and up. These workshops have been used with an actual 6th grade and the session will discuss the benefits and the students’ responses.

LDA 2000 

Adaptive Technology & Accommodations


Practical pointers on beneficial adaptive technology for students with learning disabilities. What it can do, where to get it, how to use it. How to integrate adaptive technology as accommodations in academic settings. The importance of encouraging every student to utilize all accommodations technological and conventional that will enhance success.

LDA 1999

Attitude, Advocacy, & Adaptive Technology A LD Student’s Strategies For Success


Welcome. My name is Natalie B. Phelps. The title of this session is Attitude, Advocacy, and Adaptive Technology: A LD Student’s Strategies for Success.  My goal this morning is to provide you with a few simple strategies that can make a dramatic difference in a LD student’s academic life.  These are strategies that I have developed and used myself over the past ten years.  They have – at least so far — enabled me to reach my goals.  I believe that these strategies can be used by most LD students and I believe that these strategies can empower other LD students to achieve their goals.  


Article in the Journal ICA March 2003 #150

Advances in Career Counseling for Students with Learning Disabilities

Natalie B. Phelps

David K. Duys


Progress has been made in the development of career counseling strategies for students with learning disabilities.  Recent literature notes significant advances in the understanding of learning disabilities and the application of career counseling as a tool to encourage future employability.  Due to these advances, more students with learning disabilities are furthering their education and pursuing careers. However, there are many underutilized strategies that can promote success for students with learning disabilities.

Thesis 2006 (M.S. Ed. NCC)

Analysis Of Learning Disabled Support Services At Educational Post-Secondary Schools


The purpose of this study is to determine how descriptions of services being provided to students with learning disabilities compares to the actual services these students receive at postsecondary educational programs.

Subjects will be students who attend postsecondary educational facilities and staff from these facilities. The population for this study is comprised of all post-secondary programs in the United States that offer learning disability support services as indexed in the K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (2003, 2005), Peterson’s Two-Year Colleges (2004), and Colleges for students with learning disabilities or ADD (2003). The population includes 2-year colleges, colleges, and universities. The sample is comprised of nine post-secondary programs. The sample list was created by a convenience sampling method.

From each program, three students were given a questionnaire to complete. The students will be selected from second-semester first-year students through first-semester seniors. The sample list will then be stratified into three categories of learning disability support services as categorized by K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (2003, 2005) and Colleges for students with learning disabilities or ADD (2003). The three categories are Structured Programs, Coordinated Services, and Services. If a school has more than one category of services available, only the most complex program will be considered.

Questionnaires will be given to students and staff at their respective postsecondary program facilities. After all information is reviewed, this study will consist of evaluating the programs and comparing them with the program materials received earlier. For example, the researcher will examine the stated ratio of learning disability support staff to students with learning disabilities and compare it with information gathered through questionnaires. The primary concern of the study will be whether or not schools are actually providing the services listed in their informational materials.


Service Learning Project 2000

Sensitizing Non-LD Students to the Learning Problems of the Learning Disabled: A Pro-Social Intervention Strategy


The topic under consideration was the sensitization of non-learning disabled students to the difficulties faced by their LD peers in the mainstreamed classroom. Previous research addressing cognitive and affective mal-adjustment among the learning disabled was reviewed. Remediation strategies designed to ameliorate mal-adjustment was discussed. An intervention methodology constructed to sensitized non-LD sixth graders in a public school mainstream classroom to the learning problems of their LD peers was provided with an assessment of its effectiveness. Intervention strategies Suggestions for further intervention strategies and adaptive methodologies were presented.

Thesis 1999 (B.A.)

Current Events Awareness As An Indicator Of Self-Actualization


Current events awareness as an indicator of self-actualization was investigated within three groups: a residential college student group, a non-residential college student group, and a college faculty group. Abraham Maslow’s theory of self-actualization was discussed within the context of the Humanist School of psychology. Current research supporting Maslow’s theories in the areas of self-concept, need for cognition, and current events awareness was delineated. Motivational tendencies to pursue knowledge within high and low need for cognition individuals were presented. The results indicated that while both student groups scored high in self-actualization, they scored low in current events awareness. The faculty group scored low in self-actualization and high in current events awareness. The findings did not support Maslow’s theory, suggesting current events awareness is not a reliable indicator of self-actualization.


Instrument Evaluation: Jackson Vocational Interest Survey


The Jackson Vocational Interest Survey (JVIS) is a survey that measures occupational preferences in terms of work roles and work styles. It is designed for educational and career planning and decision-making.  The JVIS is available in both pencil and paper, and digital formats. The pencil and paper version can either be hand-scored or submitted for machine scoring. The digital formats are either software based or available online. This survey can be administered individually or in a group. Minimum supervision is required as instructions are given on the test materials. The assessment is considered an A-level test and is available for use in business and educational settings, administered by professionals. Any individual can purchase and take the internet-based test, which is automatically scored.