Dyslexia can be an incredible challenge that impacts every aspect of an individual’s life; however, it doesn’t have to be a negative experience. The students at Trident Academy prove this every year.
Chantal Milcarek, M.Ed. is a licensed psycho-ed specialist who works with students at Trident Academy (this service is included with tuition). She first saw Harrison when he was in second grade and says the progress he made over the next year was incredible.
“Harrison is a prime example of the power of early intervention and how a specialized school like Trident Academy can help children with language-based learning differences reach their academic potential,” Ms. Milcarek explains. “Harrison entered Trident Academy in the middle of his second grade year, at which time he was struggling in reading and writing to the point that it was contributing to extreme feelings of frustration and a negative attitude towards school.”
Prior to enrolling at Trident Academy, Harrison’s mother knew he was not achieving his potential. While his school did not believe him to be a student who required support services, his mother recognized many characteristics associated with dyslexia. Ms. Milcarek tested Harrison and found that he would continue to experience difficulties meeting his potential without intense intervention.
Harrison’s parents decided to enroll him at Trident Academy, where his entire attitude towards school shifted. The teachers taught him in a way that he could understand. Harrison’s mother says Trident Academy not only provided him with a thorough understanding of the rules of our complex language, but also taught him organizational skills, discipline, and self-respect, which he will take with him next year as he transitions into a traditional private school.
“I’ve watched Harrison grow and he is very prepared to enter a more mainstream learning environment,” Ms. Milcarek says. “He is truly an example of how important early intervention is and how successful one can be with the right supports in place to address the complex processing needs of those with language-based learning disorders. Far too often, parents take a ‘wait and see’ approach and do not assess or intervene until their child has already experienced failure or extreme frustration.”
Ms. Milcarek recommends families help children reach their individual potential through early intervention and specialized instruction. For more information about learning differences and common characteristics, visit the International Dyslexia Association. Chantal Milcarek is the founder and primary practitioner of Sprouting Minds which provides psycho-educational testing to children as young as four years of age to obtain information regarding intellectual functioning, learning style and academic strengths and weaknesses. She is available by email at firstname.lastname@example.org.