Donate - IAHP

You have the power to make hurt children well and well children excellent!

By giving, you can help children around the world in more ways than you could have imagined.

Brain-Injured children are often medicated, warehoused, and forgotten. We exist to give every child a fighting chance to get well.

More capable, kind and healthy children

make a better world.

With your support, The Institutes will continue their essential work to protect and enrich the lives of children around the world.

Ways to Give

In 2009, The Founder of the Institutes, Glenn Doman, celebrated his 90th year. The Institutes decided to honor the legacy of this great and unique man by strengthening its foundation to ensure that his work would endure well into the 21st century and beyond. Select an option below to make an online contribution to The Institutes with PayPal or a credit card today. Consider the monthly giving option that may make supporting the Institutes a better option for you.

View “other ways to give below” to make a contribution. Any amount is the right size gift.

Other Ways to Give

Personal Check

Some of our donors who wish to support the Institutes choose to make a gift to us by check rather than using the online portal. Should you choose to donate to us this way, please make your check out to The Institutes and mail it to the following address:

The Institutes For the Achievement of Human Potential (or IAHP)
Donor Services
8801 Stenton Avenue
Wyndmoor, PA 19038

P2P (Peer-to-Peer)

Everyone is encouraged to create their own fundraiser! Some people want to celebrate a birthday or an anniversary and others want to challenge people to participate in a sporting event. We have already seen some great individual Facebook campaigns, and we look forward to a lot more.

If you would like to discuss this option with us, please call the Development Office: 215-233-2050 / extension 2547

Corporate Gift Matching

If you work for a company that offers Corporate Gift Matching, your company may match or multiply the amount that you wish to give. Corporate Gift Matching conditions and criteria vary by Corporation. We would be happy to let you know if your company has a program.

If you would like to discuss this option with us, please call the Development Office: 215-233-2050 / extension 2547

Stock donations

Transferring stock is an excellent way to support IAHP, and a gift of securities provides the following benefits: Increased value for your gift and decreased cost to you. A charitable income tax deduction for the fair market value of the gifted securities.

If you would like to discuss this option with us, please call the Development Office: 215-233-2050 / extension 2547

Tribute Gifts

Tribute gifts are made in memory of a loved one or to honor a loved one or to celebrate a special occasion. They are an excellent way to continue a treasured loved one’s legacy.

If you would like to discuss this option with us, please call the Development Office: 215-233-2050 / extension 2547

Planned Giving

It is never too early to start planning. Making a gift to IAHP from your estate is a lasting investment that will provide parents of both hurt and well children with the opportunity to help their children reach their full potential. Please call our Development Department to discuss planned giving options. We advise you to consult your legal and financial advisors as well.

If you would like to discuss this option with us, please call the Development Office: 215-233-2050 / extension 2547

Results on
3,393 Hurt Children

Over the years we’ve worked with thousands of hurt children and their families. See below to explore some of the ways we’re improving the lives of children around the world.

Seeing

Of the 416 children who were blind

Seeing

At birth, a newborn baby is blind; he can see light and dark and nothing more. This is Stage I, and at this point the baby has only a light reflex.

As he matures, he begins to see outline. This is the very beginning of seeing. This is Stage II.

When a baby begins to see and respond to details, such a child has developed useful vision. This is Stage III.

Some have no light reflex and cannot see light. They are below Stage I. This is called blind. Some have only a light reflex and can see only light and dark. This is also called blind.

Children beyond one year of age who are not able to see detail can truly be said to be functionally blind. Some see only outline; these children do not yet have vision that is in any way useful to them, since their visual needs are much greater at one year and beyond than their needs would have been at the age when it is normal to see only outline. This is called functionally blind.

For a child at Stage II, I, or below, who is one year of age or older, to be able to see detail and thus to have useful vision for the first time is an occasion for great rejoicing. When this occurs, it is true to say that the blind or the functionally blind are now seeing.

Of the 416 children who were blind, 350 (84%) saw for the first time and 301 children learned to read. (They ranged in age 8 months to 22 years 1 month.)

Hearing

Before we as human beings can learn to understand spoken language, we must be able to hear that language. The lack of this ability seriously impairs our ability to function as complete human beings, since the normal developmental sequence of speech is dependent upon the capability of hearing and interpreting language.

The children who achieved this victory were deaf when they began the program. They were unable to respond to sounds. Since their last evaluation they have achieved the ability not only to hear sounds, but also to respond to 10 to 25 words of speech and to follow simple directions.

Of the 175 children who were deaf, 146 (83%) heard for the first time. (They ranged in age from 8 months to 22 years 1 month.)

Hearing

Of the 175 children who were deaf

Understanding

Of the 1,545 children whose comprehension was not yet equal to that of the average
3 year old

Understanding

Babies begin the complex and seemingly miraculous process of decoding human language at birth. It is a process that we tend to take for granted except, of course, when it does not happen. After young children develop an understanding of meaningful sounds, they begin to understand words and, finally, simple sentences.

When a child can understand at least two thousand words and hundreds of simple sentences, he has reached a major milestone in his quest for neurological maturity.

At this stage he can understand two-step or three-step instructions, and grasp the concept of tomorrow and yesterday. He has, in other words, all the basics of human auditory understanding of language. For the average child this process takes three years to achieve. The following children now understand language as well as or better than an average three-year-old.

Of 1,545 children whose comprehension was not yet equal to that of the average three-year-old, 1,358 (87%) were able to understand at least as well as a three-year-old for the first time in their lives. (They ranged in age from 15 months to 32 years 3 months.)

Creeping

When children begin to move in a counter-gravity situation for the first time by getting their bellies off the floor and moving themselves forward on hands and knees, they have begun a great adventure–one of the greatest in all life.

They have given up total security in exchange for speed and ease of movement.

Whereas before they had the security of lying flat on the floor (you can’t fall off the floor), they also had the problem of dragging their bodies along the floor in the least efficient way. Now they have sacrificed this security (you can fall down from hands and knees) for efficiency and speed.

While crawling is movement for movement’s sake, creeping is movement that is goal-directed. An infant crawls across the room to get across the room. A baby creeps to get the toy that is across the room. Since their last evaluation, the following children have advanced to the ability to creep and now do so.

Of the 632 children who were unable to creep, 411 (65%) began to creep for the first time. This is to say that they defied gravity to move to the third dimension and now get all over the house on hands and knees. (They ranged in age from 7 months to 21 years 6 months.)

Creeping

Out of 632 children who were unable to creep

Walking

Out of 663 children who were unable to walk

Walking

When a baby stands and for the first time lets go of all the furniture to take an independent step, he has made a move of great importance individually and historically.

He now accepts the risk of defying gravity, except for the contact of a few square inches of the soles of his feet on the ground. It is exciting, it is dangerous, it is exhilarating, It is the highest of man’s mobility adventures. In terms of mobility it is full citizenship at last.

These children have become walkers since their last evaluation. They can stand up in the middle of a room, can walk across a room independently, and they choose walking as their means of mobility.

Of the 663 children who were unable to walk, 357 (53%) began to walk without help for the first time. (They ranged in age from 14 months to 23 years 8 months.)

Running

As a child walks , his coordination matures and his ability to deal with gravity in the upright position improves. In his never-ending search for more efficient mobility, he begins to accelerate his walk.

He leans his body forward and lifts his feet higher off the ground. At first these movements are jerky, and he can sustain his speed for only a few seconds. He begins to trot. This is the first step towards running. With practice, he learns to maintain the upright position while traveling through space. As he gains experience his pace acquires velocity, and for a split second both his feet leave the ground and he glides. He is now experiencing the sheer exhilaration of running.

These children have become runners since their last evaluation. They can run at least 100 yards nonstop in cross-pattern.

Of the 801 children able to walk, but not run, 404 (50%) learned to run for the first time. (They ranged in age from 30 months to 25 years 8 months.)

Running

Out of 801 children who were able to walk, but not run

Talking

Of the 1,597 children who couldn’t speak

Talking

Only human beings, using the unique human cortex, have been able to make a large variety of sounds and to assign abstract, symbolic, conventional meanings to those sounds. The result has been human language in hundreds of forms, including English, French, German, Swahili, Spanish, and Portuguese. Since their last evaluation, the following children have begun to consistently use a vocabulary of at least ten words and at least two couplets, and to do so spontaneously and meaningfully.

Of the 1,597 children who couldn’t speak, 678 (42%) spoke for the first time. (They ranged in age from 16 months to 21 years 4 months.)

Reading

It is difficult when describing that superb function, reading, not to use words in impossible combinations such as “most unique.” Man has six unique functions, each of which is a product of the human cortex. One of these is reading.

While it is not possible for one function to be “more unique” than another, it is true that the animals closely approach man in some of the other functions, such as walking upright. This is not so in reading. The following children have, since their last evaluation, unlocked the door to all that is beautiful and true that has been written in their own language. It is interesting to note the present age of these children who can now read at least one hundred words.

Of the 1,955 children who were unable to read, 1,886 children (96%) read for the first time. (They ranged in age from 8 months to 32 years 3 months.)

Reading

Of the 1,955 children who were unable to read

You have the power to make hurt children well and well children excellent!

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