None of the training services generally available for children with developmental issues have success at accomplishing the chinks in their movement through the developmental tasks. Most training services focus on teaching as many skills as possible to someone who will be an adult with those developmental issues.

Most training services assume that children with developmental issues will always have those developmental issues. So, they have stopped hoping that the movement through the developmental stages can be fixed. They have stopped searching for ways to finish filling the chinks in their movement through the developmental tasks.

Instead, they have settled for teaching the un-teachable child as their paradigm. They select a series of skills that they think an adult with developmental issues will need. They struggle for weeks or months or years to teach those skills to their un-teachable students. Of course, the workers in these training services are very respectful of the special children with whom they work. They just assume these children will never be able to lose their symptoms.

There is an attitude that there is no solution built into the diagnostic process and even in the definitions of all of the individual difficulty diagnoses. Everyone involved assumes that this present-tense statement also includes the future as well. There is no solution is thought to also mean that there will never be a solution.

This presents an interesting concern. If someone found a solution, it could not be proved. The definition (for example) of LD includes an item that there is no solution (with the un-written understanding that there will never be a solution). If researchers try to use a pre and post diagnosis testing in their investigation, the post-test (diagnosis) would indicate that the test subject continues with that developmental difficulty, because the subject obtained that diagnosis in the pre-test. Depending on the treatment, the investigation could certainly show that the symptoms have changed (maybe even gone away), but the diagnostic process does not include the possibility of solution.

If your child has one of these developmental issues, and receives a diagnosis for that problem, the child will continue with that diagnosis even if the child loses all of the symptoms of that diagnosis. Even when a child stops having that problem, the diagnosis continues. That is an interesting situation. Research to prove that the solution has been found cannot prove it, because the definition precludes that possibility.

Even if the solution was discovered today, it would be decades before there is enough investigation to overcome the definitions, diagnostic specifications, and the diagnostic prejudice in existence today. This frame-of-reference that there is no solution is so pervasive that little effort is being spent on searching for that solution or expecting a solution to come soon. Parents should not expect the solution to be announced before their own child has grandchildren with developmental issues (don't expect it for decades).

No medical, psychological, or educational service provider has available, or will send you to, a service that offers a solution. And, the training services they send you to will have the attitude that they are teaching an un-teachable child. Parents should not expect the mainstream medical, psychological, or educational services to provide a solution. They have no understanding of that possibility.

If parents want to find anything close to a solution for their children with developmental issues, they should not look for that in the mainstream training services. It is simply not there. They have to look at alternative services.

If parents want their child to surpass their developmental issues, they should search for services which work with the movement through the developmental stages. Our method develops the inherent aptitude for becoming mature. And, we get children to finish filling the chinks in their movement through the developmental tasks.