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Why LD Schooling?

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Students with language-based learning differences struggle in traditional classroom settings that have a “one-size-fits-all” curriculum.  Exceptionally bright, neuro-diverse kids have their own learning DNA that requires a tailored approach to reading, writing and math. Being wired differently requires innovation and creativity and each lesson can be different for each child.


Before realizing that your child learns differently, you're fighting to keep your child’s "head above water" with additional tutoring and therapy. Often, there is no time for extra-curricular activities like sports and clubs when that time must be spent on schoolwork. The stress of not fitting in lowers self-esteem and confidence, raises anxiety and the entire family lives your child’s pain.

"Transformative. Life changing. A year-long in-breath
for our whole family.  We went from wondering
if our child would ever be independent to
thinking anything is possible

PCS Parent

Your bright, out-of-the box thinker needs individualized and strategic programs that challenge, nurture and support the whole child in not only their academic growth but also in their social, emotional and personal growth.  Your child needs a place where they’re not “different," where the teachers and staff are trained to support every child’s unique learning profile.

Learning differently does not define who you are.

Goals of a supportive and enriching curriculum:


  • develop a positive self-image

  • discover meaningful avenues of expression

  • build character and social skills

  • set realistic goals

  • learn resiliency and self-advocacy skills

  • thrive in the mainstream

  • build a foundation for learning and lifetime achievement

What LD schools offer to support these goals:


  • smaller classes

  • lower student-to-staff ratio

  • teachers extensively trained and educated to work with students who learn and think differently

  • staff specialists include speech-language pathologists and psychologists

  • tailored and strategic curriculum for every child

Parents can help their children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.


Receiving help in the early grades greatly improves confidence and chances for these kids to adapt to learning strategies that will enable them to succeed in school and the mainstream.

The Research*

Among children who struggle with basic reading and language skills, 75% of those who do not receive help until the third grade will struggle with reading throughout their lives.


But if those same kids receive appropriate help by the first grade, 90% of them will achieve normal reading ability.


  • 1 in 5 children in the U.S. have learning and attention issues such as dyslexia and ADHD. Some of these children receive specialized instruction or accommodations, but many do not.

  • Learning disabilities is the largest of the 13 disability categories covered under special education law: 39% of students receive special education for LD, which covers twice as many students as the second biggest category (speech/language impairments).

  • A third of students with LD have repeated a grade, which increases the risk of dropping out.

  • Seven out of 10 students with LD spend at least 80% of their time in general education classrooms. Inclusion is beneficial, but in a nationwide survey many general education teachers said they don’t have the training or the resources to meet the needs of diverse learners.

  • Students with disabilities are more than twice as likely to be suspended as those without disabilities. Nearly two-thirds (65%) of special education disciplinary removals involve students with LD or with other health impairments (OHI), which is the disability category that covers many students with ADHD.

  • The dropout rate for students with LD (18.1%) is nearly three times the rate of all students (6.5%).

  • More than half (55%) of young adults with LD have been involved with the justice system.

  • Low self-esteem and stigma help explain why only 1 in 4 students with LD tell their college they have a disability and why only 1 in 20 young adults with LD receive accommodations in the workplace.

    *Report: "State of Learning Disabilities: Understanding the 1 in 5." - National Center for Learning Disabilities (NCLD)

Sally Shaywitz.jpg

Overcoming Dyslexia

From one of the world's preeminent experts on reading and dyslexia, the most comprehensive, up-to-date, and practical book available on identifying, understanding, and overcoming reading problems--now revised to reflect the latest research and evidence-based approaches.

Dr Sally Shaywitz is a Park Century School Board member.

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