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Wardlaw School FAQ |
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What is the philosophy of your program?
Research indicates that learning disabilities are differences in how children process information and that these differences make it difficult for them to learn by traditional instructional methods. A child's individual learning profile is unique to that child. Even children who share a diagnosis such as dyslexia have profiles that are distinctive. For this reason, we believe that instruction must be individualized to match each child's learning strengths and weaknesses. Understanding how a child learns and knowing what strategies minimize problems are important to the teacher, the parent, and the child. While learning disabilities do not get "fixed," children with learning disabilities can and do learn how to learn, despite their processing differences.
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What is the profile of the children served in the Wardlaw School?
The children in the Wardlaw School have mild to moderate language-based learning disabilities and average to superior intelligence. Many of the children in the Wardlaw School experience a reading disability known as dyslexia. We do not accept children with severe learning problems due to the short-term nature of our program. Our goal is for the children we serve to be able to learn in a regular educational setting when they leave the Wardlaw School.
Do you have a program for dyslexic children?
Yes, dyslexia is a type of learning disability that involves reading. Many of our children are dyslexic.
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Do you accept children with behavior problems?
No. We do not have the structure or program to work with children who have behavior problems. The program is designed for children with learning disabilities. Children who cannot learn in our setting or who impede the learning of others are assisted in finding a more appropriate setting.
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Do you accept children with Attention Deficit Hyperactivity Disorder?
We do not accept children who have only an attention problem. We do, however, accept children who have a learning disability and an attention deficit disorder. In reviewing applications for the program, we consider a child's ability to regulate attention and how it will impact his ability to learn in our environment. If it appears that a child's attention problems will interfere with his/her learning to the degree that our program will not be effective or that behaviors will interfere with the progress of others, acceptance will be denied.
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Why is the word "language" in the description of your program?
Research tells us that most learning disabilities are language-based. Children with dyslexia are experiencing a problem mapping the sounds of language (phonemes) onto symbols. They often have problems in spoken language and their written language development may be affected as well. We believe that vocabulary development, comprehension of language, oral communication, and conversational skills should be a part of the program. The Wardlaw School has 6 speech-language pathologists working with the children and teachers in a unique collaborative model. Each class has a speech-language pathologist assigned to it so much of the language work is done in the classroom with the teacher and the speech-language pathologist working together. Children also receive individual or small group services as needed.
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What are your goals for a child with a language-based learning disability?
Our four basic goals for children in the Wardlaw School are also the criteria we consider in evaluating a child's progress and recommending a school change. The goals are:
- To assist the child in learning how he/she learns best and how to utilize effective strategies so that he/she becomes an independent learner who is not reliant on tutors or special educators to succeed.
- To reduce the discrepancy between the child's ability (intelligence) and his/her actual achievement level. Individualized instruction, utilizing specialized methods and programs, is required to remediate weaknesses in the learning profile.
- To help the child become a self-confident learner who is willing to actively engage in learning situations and who sees himself/herself as a successful learner.
- To return the child who has met these goals to a regular educational setting as soon as possible.
What are the qualifications of your teachers? All teachers in the Wardlaw School are required to have a masters degree or above in learning disabilities, special education, speech-language pathology or reading. They must hold valid teaching certificates and/or certification from the American Speech-Language Hearing Association and a Georgia license. Continuing education is required and financially supported by the Speech School.
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What method do you use to teach children to read?
There is no single method of instruction that is appropriate for every child with a learning disability. We believe in using the child's learning profile, obtained through diagnostic evaluation and placement testing, to determine the methods used. The Wardlaw School adheres to the recommendations advanced by the National Reading Panel. Using the National Reading Panel's report specifying the skills necessary for a child to become a good reader, our Wardlaw School professionals have developed a reading philosophy that addresses the individual needs of each of our students. Included in each child's program is attention to phonological awareness, phonics/word attack/decoding, vocabulary/comprehension, encoding/spelling, and automaticity/fluency. Teachers are trained in various multi-sensory approaches to reading instruction including: Orton-Gillingham, Wilson (an Orton Gillingham-based program), LiPs, and/or S.P.I.R.E so that appropriate decisions regarding programming can be made based on what best fits the child. In the Wardlaw School, we match the method to the child's particular needs.
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How would you describe the balance between remediation, regular curriculum, and special activities?
Our priority is remediating deficits in reading and language. However, we also want to provide our students with a true school experience rather than one that seems purely remedial or clinical. We want our children to have an opportunity to be children while we seek to remediate the obstacles to their learning. We frequently utilize materials from mainstream curricula so that our children are exposed to content they will be expected to know when they return to regular settings. Science and Social Studies, presented through thematic units, provide opportunities to address listening comprehension, oral and written language, reading, and math goals. Occupational Therapists design classroom programs to address the sensory and motor needs of the children and they serve as resources to parents and teachers. As a part of our Enrichment Program, we also include movement education in our gym and outdoors to improve gross motor abilities, teach the language of movement and space, and to help children learn rules and skills to participate in group games and activities. In the library, children learn how to appreciate the joys of reading for pleasure, to find books they want to read and to check them out. Computer skills are taught to all full-day children and all 3rd - 6th level students have individual laptop computers for use in their classrooms. Wardlaw classrooms are equipped with two computers and projection equipment for group instruction. Art and music are also a part of the curriculum. We hope to develop talents and provide opportunities for our children to experience the joys of non-academic learning as well as academic success. Language is a focus in all activities. While remediation is at the heart of our program, we want children to experience success in all of the aspects of school they will encounter when they leave.
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How do you decide if a child is "right" for your program? We carefully examine each child's comprehensive diagnostic evaluation to determine if there is a mild to moderate learning disability, and, if so, to see what the underlying learning deficits are. Next, we ask that parents bring their child in for an interview, tour, and placement testing. From this, we obtain information about the types of errors a child makes in oral language, reading, spelling, written language and math as well as in pragmatic language or social skills. We then compare the child's learning profile and educational needs to those children who will make up the remainder of the class. If the child fits our overall profile and the needs can be met in the group, he/she is appropriate. back to top
Does this mean all children in a class are taught the same way?
No, instruction and strategies are individualized. In addition to the 20 classroom teachers who teach reading, we also employ 10 reading teacher so that groups are small and reading instruction can "fit the child." We do want a child's academic and language skill levels to be compatible with the class so that he/she can succeed in group activities. We do not want any child to feel that he/she is behind in our program or to receive instruction that is below his/her level.
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How long do children stay in your program?
The average length of stay is about three years. Some children leave after two years; others stay longer than three years. We recommend that children leave when the goals have been met or if it appears that our program is no longer appropriate. back to top
What do you expect from the parents of children in the Wardlaw School?
We hope they will become active participants in their child's program. We offer ongoing parent education through school-wide programs, the Parent-Teacher Study Group (PTSG) meetings, and individual conferences to assist parents in understanding how their child learns.
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What happens to children when they leave?
One third of our student population leaves each year; most return to regular private education settings. Some go into transitional programs and a few continue to receive special services. In recent years, about 9-11% have chosen to attend public schools. back to top
Do most children return to the schools they left?
A few children return to the schools they attended prior to entering the Speech School. Most select new schools. Most children who apply to private schools are accepted. Many families prefer a transition program in order to have smaller classes initially.
Do parents get assistance in selecting a new school?
Yes, the Atlanta Speech School employs an Educational Placement Consultant who is available to families of children leaving the school. In addition, coordinators, teachers, and the placement consultant meet with parents to discuss the learning needs of the child and suggestions of schools with appropriate learning environments are made. The final decisions as to where families apply and which schools they select are, of course, the families'. Speech School staff members are available to consult with families throughout the process. The Educational Placement Consultant is also available to assist with any difficulties after the transition to a new school.
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How do children do when they leave?
We survey parents after the first year their children are in new schools and every three years thereafter. Parents and teachers typically report that children are doing quite well. Of course, we do not hear from everyone but our consultant is available if a child begins to have difficulty in some area.
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What is your position on medication for children with ADHD?
In keeping with current research, we believe that ADHD is a neurologically-based problem that, in many cases, is helped by medication. Medication alone, however, may not be the most effective treatment approach. Medication does not remediate learning disabilities, it can only make a child more available for instruction. The diagnosis of ADHD is not the job of a school; it is that of a physician with input from parents, teachers, and other professionals who work with or test the child.
The Wardlaw School classes are small and provide structure that may be sufficient to enable children with ADHD to learn without the need for medical intervention. If, however, a child's self-image or rate of progress is affected significantly by attention problems, we consider it our responsibility as educational professionals to discuss this with parents and recommend that they consult with a physician to determine whether medication is an option for their child. In addition, teachers will discuss with parents the possible impact of attention problems on a child who is leaving the program and returning to a school with larger classes. If a child is on medicatn, our teachers provide feedback to parents and physicians to help assure maximum benefit.
Medication is not required by the Atlanta Speech School; however, if our structure is not sufficiently effective and a child's attention problems interfere with his/her ability to achieve the program goals or with the learning of other children, our program is no longer appropriate. Assistance in finding another placement will be provided. back to top
How can I get more information about the Wardlaw School?
If you are interested in more information about the Wardlaw School, contact us here or you may call the Wardlaw School admissions director at (404) 233-5332.
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