Our Academic Program

The Park Century program of instruction is a child-centered curriculum. Children attending Park Century School have access to three types of instruction for optimal learning: one-to-one instruction, individualized instruction, and small group lessons.
 
First, one-to-one reading and / or mathematics instruction is provided when needed. In such a setting, a teacher can work most effectively with the unpredictable variations in a child’s attention span, memory, processing speed, motivation, and psychological state. Perceptual disorders and language-based learning disabilities are addressed by using specialized and individualized techniques. Speech and language therapy is also an essential component of the program of instruction for many of our students.
 
Next, individualized instruction serves as a bridge between 1:1 and group instruction. Subject areas such as written language, grammar, spelling, organization and handwriting are particularly responsive to this mode of instruction. Through individualized instruction, the teacher strengthens a child’s basic skills, promotes self-esteem, builds independence, while still addressing each child’s unique learning profile.
 
Thirdly, social studies, science, and study skills are taught in the small classroom group. The curriculum is presented on the students’ grade level and interest level, while the materials are adapted to the students’ reading level. Physical education, visual and performing arts, media and computer instruction are also provided. Assistive technology instruction is incorporated into the program of students who need this accommodation. When students show readiness in reading and/or math, they transition to more advanced literature and math groups to prepare for their next school.
 
Additionally, a program of instruction for the child with learning differences must also emphasize the building of character and social skills. Some children misperceive the feelings of others and are also unaware of the effect of their behavior on other people. These difficulties in socialization create a distance from peers, making the child feel rejected and undermining self-image. Thus, a social curriculum is integrated throughout the day. Daily interactive experiences provide the basis of instruction about socialization and provide opportunities for the classroom teachers to observe and help develop the social skills of their students.