Remedial teaching has for years narrowly focused on the symptoms of conditions such as ADHD, and dyslexia, attempting to address them by means of behavior modification, repetition, or compensations, utilizing a student’s strengths. This approach has had mixed results. Some students respond well while others seem to “outgrow” their deficits. However, a significant number of students remain heavily dependent on outside help both in and outside the classroom. Some were mainstreamed, and for a while we thought we had managed to redeem their futures only to find an unhealthy number filtering back into remedial situations or becoming school dropouts. What can we do with these children, who test with average and even above average IQ scores, but who never seem to quite “get there”?