SUCCESS – Individualized School Program for Learning Disabilities

SUCCESS is an acronym for Students Uniting Cultures for College Success and Self. All students can be successful when they are provided with the support and resources which best fit their learning style. Researchers have found that many learning difficulties are related to the way language is processed in the brain.

Researchers conceptualize the language system as a hierarchical series of modules or components, each devoted to a particular aspect of language. At the upper levels of the hierarchy are components involved with semantics (vocabulary or word meaning), syntax (grammatical structure) and discourse (connected sentences). At the lowest level of the hierarchy is the phonological module, which is dedicated to processing the distinctive sound elements that constitute language. Shaywitz, S., & Shaywitz, B. (1996). Dyslexia. Swaiman's Pediatric Neurology, 613-621.

The SUCCESS program is designed to help students with mild to moderate ADD/ADHD, Dyslexia and other learning differences. Additionally, self- belief is crucial if one is to accomplish any degree of success and motivation. Successful learning is student autonomy and this fosters responsibility as well as self-discipline.

SUCCESS serves students with language-based learning differences which include dyslexia, dyscalculia and dysgraphia. Some of the other students served are those with ADHD/ADD.

Each learner is unique, and will respond differently depending upon many variables. Some of these may include the student’s learning profile, the type of remediation, frequency of instruction, setting of instruction, and other factors which impact learning.

When schedules are devised we work diligently to ensure that the teacher-to-student ratio in the SUCCESS classroom will be no more than 1:3. There is no such thing as a “typical“ day in the SUCCESS program. One day a student may use their time in this classroom to work on their homework; other days they many need extended time to take a test or quiz. Often, what is necessary is work on pre-teaching or reteaching information. The teacher’s role is to help the students learn in new ways and become more independent, self-directed students who will be able to advocate for themselves.

For serving students with language-based differences, what is adhered to in the SUCCESS program is the Landmark School teaching principles, which includes the following:

1) Provide opportunities for success

2) Use Multisensory Approaches

3) Micro-Unit and structure tasks

4) Ensure automatization through structure and review

5) Provide Models

6) Include students in the learning process

The Director of SUCCESS is a member of the IDA (International Dyslexia Association), a level 1 Certified Wilson instructor and has a Specialist degree in Language and Literacy. She will work with your child and for your child, so that they receive the accommodations and modifications they may need at Hoosac. She also works closely with faculty, so they may better understand your child’s learning difference. We at Hoosac embrace individual learning styles in an appropriately balanced and supportive environment.

Please do not hesitate to contact the Director of the Success program with any comments, questions or concerns.

“You must do the thing you think you cannot do.” Eleanor Roosevelt


Inquire Now

Powered by Finalsite