At WPS we view each student as a unique individual learner who has potential and is Able to Learn . It is also important that our work is grounded in research regarding how people learn and the learning differences that cause students to struggle. We begin our understanding by looking through a neuropsychological lens based on decades of research on learning and cognition. This is just the first step. It is important that we understand both who our students are as learners, as well as who they are as people . WPS students have some notable gifts, and our individual approach allows us to explore and develop these gifts. Everything we do is based on this in-depth Understanding of each individual student. Each photo above will take you to stories of WPS students who we can begin to understand through the terms dyslexia, executive functioning difficulties and nonverbal learning disorders.
When Sarah began her journey at WPS she had difficulty with organization and was highly distractible. She would offer answers before she heard entire questions, and she had difficulty following instructions completely and in the correct order. It was hard for her to concentrate for a long time, and she frequently became frustrated with school because she did not do as well as her peers. WPS recognized Sarah’s ability to quickly synthesize information as a strength as well. She was able to process large amounts of information quickly, especially when the topic was of interest or engaged her, but needed help learning how to express her considerable understanding of material in a methodical and organized way. During her time at WPS her program was a highly individualized balance between strengths in hands-on exploratory learning and developing her ability to respond to traditional instruction. Throughout her schooling she worked to develop organizational skills, active listening strategies and the ability to use planning and structure in order to produce work to meet expectations. It was important for Sarah to be understood as a student with organizational and attentional issues that were school-based and responsive to remediation, as opposed to behavioral issues. Sarah graduated from WPS, went onto Clark University and is now pursuing a master’s degree in social work.