Children We Serve

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental difference that can affect a student’s attention, impulse control, activity level, organization, and ability to manage tasks. Students with ADHD may have difficulty sustaining attention, transitioning between activities, organizing their work, or regulating their energy. They may also bring strengths such as creativity, curiosity, enthusiasm, and the ability to become deeply engaged in areas of interest.

Our whole-child approach to education provides students with ADHD the structure, flexibility, and individualized support they need to be successful in the classroom through:

• Clearly established routines, expectations, and visual supports
• Small class sizes that allow for individualized attention and redirection
• Movement opportunities, flexible seating, and purposeful brain breaks
• Explicit support for executive functioning skills, including organization, planning, and task completion
• Engaging, multisensory instruction broken into manageable steps
• Positive behavior and self-regulation strategies that build confidence and independence

Anxiety can affect how students think, feel, and respond to everyday situations at school. Students experiencing anxiety may worry about academics, social interactions, transitions, making mistakes, or unexpected changes. These feelings can sometimes make it difficult to participate, concentrate, communicate needs, or fully engage in learning.

Our whole-child approach supports students with anxiety through:

• Predictable routines, clear expectations, and preparation for transitions or changes
• Small class sizes that allow teachers to recognize and respond to individual needs
• Calm, supportive classroom environments with opportunities for breaks and quiet spaces
• Explicit instruction in coping, self-regulation, and self-advocacy strategies
• Positive relationships with teachers who build trust, confidence, and a sense of belonging
• Individualized academic supports that appropriately challenge students while helping them experience success

Autism is a neurodevelopmental difference that affects how a person experiences and interacts with the world. Students with autism may process information, communicate, socialize, or respond to sensory input differently than their peers.

Our whole-child approach to education is structured to make students with autism successful in the classroom with:

• Clearly established, structured routines
• Brain breaks and quiet time
• Visual schedules and graphic organizers
• Teachers who prepare kids to anticipate change and be flexible, growth-oriented thinkers
• Intentional social strategies and activities
• Sensory-friendly classrooms
• Flexible seating arrangements
• Noise-canceling headsets, earplugs, and other accommodations that are typically utilized at JB
• Challenging, developmentally-appropriate curriculum
• Specialized assistive technology in the classroomHelping students build essential academic, social, communication, and independence skills through individualized support and purposeful instruction.

Developmental delays can affect how a student learns, communicates, interacts with others, or develops everyday skills. Each student’s strengths and needs are unique, and some students may develop certain skills at a different pace or require additional instruction, repetition, and support to make meaningful progress.

Our whole-child approach supports students with developmental disabilities through:

• Learning experiences tailored to each student’s developmental and academic needs
• Explicit instruction with repetition, modeling, and opportunities to practice skills
• Support for communication, social interaction, self-regulation, and independence
• Meaningful, appropriately challenging learning opportunities that build confidence and celebrate growth

Executive functioning skills help students plan, organize, manage time, remember directions, begin tasks, regulate attention, and adapt when things change. Students with executive functioning challenges may understand what they need to do but have difficulty getting started, staying organized, completing multi-step tasks, or independently managing their learning.

Our whole-child approach supports students with executive functioning challenges through:

• Clearly established routines, visual schedules, checklists, and organizational systems
• Explicit instruction in planning, organization, time management, and task initiation
• Breaking larger assignments and multi-step directions into manageable parts
• Consistent teacher support, prompting, and feedback that gradually builds independence
• Strategies that strengthen working memory, flexible thinking, attention, and self-regulation
• Opportunities to practice self-advocacy and develop tools students can use independently across settings

Specific learning disabilities affect how a student develops and uses academic skills such as reading, writing, spelling, or mathematics. Students may have difficulty in one or more academic areas despite having the ability and potential to learn and succeed. Examples can include dyslexia, dysgraphia, and dyscalculia.

Our whole-child approach supports students with specific learning disabilities through:

• Small class sizes that allow for individualized instruction and support
• Explicit, systematic instruction in reading, writing, and mathematics
• Multisensory teaching strategies that provide multiple ways to learn and practice skills
• Instruction targeted to each student’s academic strengths and areas of need
• Assistive technology and accommodations that improve access to learning
• Opportunities to build confidence, independence, and academic success through appropriately challenging curriculum