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Special Needs and Learning Disabilities
Many boarding schools in the United States are dedicated to young people who have difficulty reading or paying attention in class. Other boarding schools enroll a few special needs students in each class and devote special instruction to them
Many boarding schools in the United States are dedicated to young people who have difficulty reading or paying attention in class. Other boarding schools enroll a few special needs students in each class and devote special instruction to them.
A select few schools serve students who have special needs that cannot be met by traditional or regular programs. Some are university preparatory; others have a more transitional mission and are preparing their students for a return to the mainstream.
International families oftentimes find it a daunting task to identify the right boarding school for the “special” child. Whether you use a consultant or search on your own, it is vital to find the school that is the “right fit;” one that can address your child’s unique learning style.
Most special needs boarding schools generally fall into two broad categories: Learning Disabilities and Emotional/Behavioral Disorders. On some occasions, there is a cross-over and children struggle with problems in both categories.
Learning Disabilities:
Close to 20% of the school age population are diagnosed with a learning difference. Most of these children have a problem using language and are said to have a language based learning disability or dyslexia. Others have a Non-Verbal Learning Disability (NLD) and struggle with organizational difficulties, poor social skills, visual-spatial weaknesses, conceptual reasoning deficits.
Some LD students just need small classes, academic support and minor classroom accommodations; others whose LD issues are severe and more debilitating, need direct and intense, skills-based language remediation.
Curriculums at these schools use multisensory approaches and experiential teaching strategies. All teachers at these schools are trained in using these techniques. An example is the Gow School in upstate New York. Some LD students struggle with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). These students are oftentimes very bright, but disorganized and unfocused. They usually do well in small, highly structured boarding schools. Students with this profile might do well at St. Thomas More School in Connecticut.
Emotional/Behavioral
The U.S.A. has a number of therapeutic boarding schools which can address behavioral or emotional problems and provide the necessary treatment. Therapeutic programs are highly structured and adult controlled and are for at-risk students with a history of disciplinary problems who may be depressed, angry or anxious. Most provide clinical services such as individual and/or group therapy, cognitive behavior modification, social skills training, and alcohol and drug education programs. The Glenholme School also in Connecticut is one such program.
Asking the Right Questions
Before enrolling your son/daughter in one of these programs, it is essential to determine whether the school can meet your child’s specific requirements. You must gather as much information as possible and ask the right questions. Here are a few examples:
- Is the school accredited and by whom?
- What kind of training/education does the faculty have?
- Does the school offer ESL instruction?
- Does the school have a diverse student body? How well do international students fit in?
- Where do the students go after leaving the program?
- What is the application process? Is an on-campus interview required?
- What specific kinds of academic/psychological testing are needed?
You know your child best and the school knows whom it can and cannot serve. Be honest and forthcoming about your son/daughter’s learning difference, emotional problems, social deficits, medications, etc. Ask the right questions of the school. This will lead to the right fit and a successful boarding experience for your special needs child.
Special Needs schools
Students with ability who have not yet reached their potential may benefit from programs like the one offered at Saint Thomas More School in Connecticut, which provides a structured environment designed to develop good study habits. Small classes are a key aspect of the school’s program. With a typical class size of twelve students, every boy gets the attention he needs. Instructors teach not only subjects such as biology or math, but also study skills such as listening and note-taking, effective time management, concentration and memory techniques, and test-taking.
Sometimes a student may need more help than Saint Thomas More School’s regular system of study skills, extra help and evening study hall. For these boys, a weekend program of extra study or daily supervised study may be helpful. A Peer Tutoring Program assigns older students to help others with their homework. The school finds private tutors if necessary, for more intensive help.
The Gow School in upstate New York provides a daily Reconstructive Language Program (a phonetic language program that focuses on oral reading, reading comprehension, spelling, vocabulary and written expression) and multi-sensory classroom presentation. In addition to regular classes, the last period of the day is set aside for individual students to work with their teachers on areas where they need extra help.
Faculty members at Gow are specially trained in the teaching methods that are effective in helping dyslexic students succeed in the classroom. Students who have been unable to succeed in more traditional schools often excel in a supportive and structured learning and living environment. A number of students who come to The Glenholme School in Connecticut have diagnoses of Attention Deficit Hyperactivity or mood disorders, Tourette’s or Asperger’s syndrome and/or similar learning disabilities. These students tend to be more emotionally fragile and have a lack of motivation to learn.
The School has developed a Motivational Management approach that assists students in setting and achieving attainable goals, including an individualized approach with a low student/teacher ratio, ranging from 8-12 students per class. Teacher Assistants in the classroom help meet the needs of each student and provide extra attention when needed.
Students are encouraged to integrate artistic expression into their academic activities, resulting in a higher level of success.
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