Educational Support Services

Educational Support Services at NCA are designed to provide the necessary instruction and support to students who have different learning needs than a typical student. This would include students with learning disabilities, attention deficit hyperactivity disorders, cognitive disabilities, language disorders, high functioning Autism, Down Syndrome, Asperger’s syndrome and other diagnoses that impact learning. We offer three programs: The Learning Academy, Learning Support, and Speech/Language Therapy.

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The Learning Academy

The Learning Academy provides more intensive support in a separate classroom with a special education teacher. We have two classrooms: ESS 1 and ESS 2. These classrooms are highly structured and provide the necessary small group and one on one instruction the students require. ESS 1 provides additional supports for behaviors that interfere with the students learning as well as functional skill development. The ratio in the ESS 1 class is 1:3. The ratio in the ESS 2 class is 1:5. We believe integration with typically developing peers is essential to their development and look to integrate with same age peers when appropriate. This may include regular times in the classroom, lunch, enrichment classes, and recess.

Learning Support

Learning Support is designed for students who are able to function in a general education classroom, but require classroom modifications as well as pull out instruction in a small group for reading, writing and/or math. We work with the teachers to provide educational strategies and modifications to meet the individual needs of the student. At this time this program is available only to currently enrolled students. We are planning on future program expansion to support additional students.

Speech/Language Therapy

We have a speech language pathologist on staff to provide speech/language therapy to students with articulation disorders, apraxia, stuttering, voice disorders, and receptive and expressive language disorders.

Students assigned to one of these three programs will have a school generated individualized education plan (IEP). The IEP summarizes the student’s strengths and weaknesses. Long term goals and short term objectives for deficit areas are created with input from the IEP team consisting of a regular education classroom teacher, special education teacher, parents and administrative representative from the school. The IEP also specifies the classroom and testing modifications necessary for student success.

Reasons why we love this school for our child:

“Christ-centered education, nurturing, small class size, opportunities for inclusion, flexibility, staff are open to suggestions, faculty and staff are supportive, encouraging, knowledgeable and caring, and there are opportunities for my child to socialize, interact, and grow with the older children there.” (parent of a kindergarten child in an ESS class)