What We Believe

“The educational environment plays a key role. It can translate a distinct learning difference into a profound learning disability. Or it can offset neural processing weaknesses and encourage latent strengths to blossom into competencies and talents. A structured-language curriculum delivered through explicit, sequential, systematic, and cumulative instruction by highly skilled teachers is a critical component in an optimal learning environment, particularly in the early grades.”

-Gordon Sherman, Ph.D. on Brain Research and Reading

We believe that:

  • A failure to learn is because a unique learning style has not yet been discovered. Skill deficits are not always attributable to a minimal amount of intelligence or obvious sensory (visual or hearing) impairment.
  • Children of average or above intelligence displaying skill deficits are capable of learning at or above their age level, if provided appropriate teaching methods and techniques.
  • Before underachieving children can begin to make progress, they must have a positive self-image. This is achieved by structuring learning activities for success rather than failure.
  • Skill deficits and academic weakness must be strengthened in order for students to realize success in school and to function effectively in the community.
  • Behavior can be maintained through classroom structure, the use of positive reinforcement and social skills training.
  • Parents are partners in the education of their children. It is important to maintain a coordinated effort between home and school at all times in order to serve the needs of the students.
A child who learns differently needs to be taught differently.