Blogs and News

This is the first in a series of articles about non-verbal learning disorder developed in collaboration with Winston Preparatory School, a New York area school that has taken a leading role in working with students with the disorder.

Ben’s story is a journey of resilience, self-discovery, and a deep commitment to personal and professional growth. He is studying Nonprofit Leadership and Management at the University of Georgia (UGA).

At Winston Preparatory School, we often approach initial discussions about dyslexia by debunking myths frequently associated with this neurological disorder. For example, dyslexia only affects boys, dyslexia refers to a visual weakness, or dyslexia is curable. These prevailing untruths about dyslexia tend to perpetuate various harmful ideas about the diagnosis.

Executive function describes the control and regulation of mental processes involved in sorting, planning, and organizing information. Further, it describes the ability to respond flexibly, strategically, and appropriately to that information.

Self-advocacy can be hard for students with learning disabilities who have trouble with identifying, organizing, and problem-solving. Learning difficulties exacerbate the already arduous task of identifying and accessing needed support. At Winston Prep, teachers help students improve self-advocacy skills by teaching them what self-advocacy means. They also discuss how it supports growth and progress.

The pandemic brought significant changes to education, with notable declines nationwide in academic skills. Despite funding efforts, learning loss persists and students with learning disabilities have been disproportionately impacted. However, social-emotional learning (SEL) shows promise in boosting outcomes for the students who need it most. Winston Prep's research highlights SEL's positive effects, emphasizing problem-solving skills and parental support as crucial components for success.