Best mainstream privates for kids with mild learning support needs

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to say without you describing her needs in more detail. I can’t tell if you’re just a hyper-protective mom for whom being clumsy is a “delay,” or if your child actually has delays. Speech, fine, and gross motor delays all together actually sounds like they could be fairly significant needs and you’d be better off in public with an IEP.

OP here:

Fair question. This is definitely not just me being a hyper-protective mom, though I'd say it's hard to assess long-term need because DD has made significant progress in the past couple years. She started therapy through DC"s early intervention program at age 1 after hypotonia diagnosis. She didn't walk until 22 months. Delayed expressive but not receptive language. Diagnosed with growth hormone deficiency at age 3. Through speech, OT, and PT, she has made great progress over past couple years, and the growth hormone injections have helped with her strength, too. She qualifies for an IEP through DCPS but we've sent her to a private pre-school that provides small classes and hands-on attention, which she's thrived in.

She is now 4, so we are looking at Kindergarten programs. I find it hard to judge the significance of her future needs because of her positive trajectory. I don't think this is just me looking through rose-colored glasses or wishing for an alternate reality but I don't want to be naive and suggest she definitely won't need any real supports, either.

Developmental pediatrician has suggested she could do ok in mainstream private school, with private therapy in place as needed.

Thanks for your input.

Look, I don't say this to be unkind, but I would be surprised if she got it. Many children who are on track developmentally do not get offered a spot. The schools you listed gain nothing from taking a child who needs extra help and care for the same tuition as a child who doesn't. I would suggest applying to schools that cater to kids who need a bit more attention, or public where you could probably have and aid.

Hahaha. Clearly you have never been through the IEP process if you think this level of need will get an aide. The OP would be lucky to get 30 minutes of speech and 30 minutes of OT once a week.

Well, in public they are required by law to meet students development needs they are not in required at all in private .

[Anonymous]

I think a more normal DC private school may be able to accommodate your child. Your list of schools in the original post however are not typical private schools by DC standards. These are some of the most academically rigorous private schools.

I don’t have enough information to clearly state whether or not your child would benefit more from academically tough private school versus a more normal DC private school. The m a parent at a more normal DC private school, and it’s already at the 80th percentile for reading and math skills among the school’s students.

But really the key concern is fit—does the school environment fit the needs of your kid?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to say without you describing her needs in more detail. I can’t tell if you’re just a hyper-protective mom for whom being clumsy is a “delay,” or if your child actually has delays. Speech, fine, and gross motor delays all together actually sounds like they could be fairly significant needs and you’d be better off in public with an IEP.

OP here:

Fair question. This is definitely not just me being a hyper-protective mom, though I'd say it's hard to assess long-term need because DD has made significant progress in the past couple years. She started therapy through DC"s early intervention program at age 1 after hypotonia diagnosis. She didn't walk until 22 months. Delayed expressive but not receptive language. Diagnosed with growth hormone deficiency at age 3. Through speech, OT, and PT, she has made great progress over past couple years, and the growth hormone injections have helped with her strength, too. She qualifies for an IEP through DCPS but we've sent her to a private pre-school that provides small classes and hands-on attention, which she's thrived in.

She is now 4, so we are looking at Kindergarten programs. I find it hard to judge the significance of her future needs because of her positive trajectory. I don't think this is just me looking through rose-colored glasses or wishing for an alternate reality but I don't want to be naive and suggest she definitely won't need any real supports, either.

Developmental pediatrician has suggested she could do ok in mainstream private school, with private therapy in place as needed.

Thanks for your input.

Look, I don't say this to be unkind, but I would be surprised if she got it. Many children who are on track developmentally do not get offered a spot. The schools you listed gain nothing from taking a child who needs extra help and care for the same tuition as a child who doesn't. I would suggest applying to schools that cater to kids who need a bit more attention, or public where you could probably have and aid.

Hahaha. Clearly you have never been through the IEP process if you think this level of need will get an aide. The OP would be lucky to get 30 minutes of speech and 30 minutes of OT once a week.

I’m not sure what’s funny to you. None of the privates OP lists would be required to fulfill this (even to the minimal extent you note) and none of those that I am aware of have programs to help in meaningful ways.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to say without you describing her needs in more detail. I can’t tell if you’re just a hyper-protective mom for whom being clumsy is a “delay,” or if your child actually has delays. Speech, fine, and gross motor delays all together actually sounds like they could be fairly significant needs and you’d be better off in public with an IEP.

OP here:

Fair question. This is definitely not just me being a hyper-protective mom, though I'd say it's hard to assess long-term need because DD has made significant progress in the past couple years. She started therapy through DC"s early intervention program at age 1 after hypotonia diagnosis. She didn't walk until 22 months. Delayed expressive but not receptive language. Diagnosed with growth hormone deficiency at age 3. Through speech, OT, and PT, she has made great progress over past couple years, and the growth hormone injections have helped with her strength, too. She qualifies for an IEP through DCPS but we've sent her to a private pre-school that provides small classes and hands-on attention, which she's thrived in.

She is now 4, so we are looking at Kindergarten programs. I find it hard to judge the significance of her future needs because of her positive trajectory. I don't think this is just me looking through rose-colored glasses or wishing for an alternate reality but I don't want to be naive and suggest she definitely won't need any real supports, either.

Developmental pediatrician has suggested she could do ok in mainstream private school, with private therapy in place as needed.

Thanks for your input.

Look, I don't say this to be unkind, but I would be surprised if she got it. Many children who are on track developmentally do not get offered a spot. The schools you listed gain nothing from taking a child who needs extra help and care for the same tuition as a child who doesn't. I would suggest applying to schools that cater to kids who need a bit more attention, or public where you could probably have and aid.

Hahaha. Clearly you have never been through the IEP process if you think this level of need will get an aide. The OP would be lucky to get 30 minutes of speech and 30 minutes of OT once a week.

Well, in public they are required by law to meet students development needs they are not in required at all in private .

This. Public is not what you think. And, also, even if you’re independent/private, reasonable accommodation is required. Read up.

[Anonymous]

OP: you really should look for a school where you kid will be accepted and valued, not just included grudgingly. Tour the schools and be candid but also be flexible. And don’t be afraid to look at religious schools - some of them do a fantastic job with accommodations, NOT because it’s legally required but because they want to.

[Anonymous]

Anonymous wrote:OP: you really should look for a school where you kid will be accepted and valued, not just included grudgingly. Tour the schools and be candid but also be flexible. And don’t be afraid to look at religious schools - some of them do a fantastic job with accommodations, NOT because it’s legally required but because they want to.

Under the ADA, independent schools may not discriminate against any student with a disability by excluding the student from fully participating in any school program or activity. The ADA protects otherwise qualified disabled students from any of the following forms of discrimination by schools:
 Using eligibility criteria that tend to “screen out” otherwise qualified individual students/applicants with disabilities or classes of students/applicants with disabilities from the full and equal enjoyment of school programs4, unless such criteria are necessary for the provision of the school programs offered;
 Failing to ensure that no otherwise qualified student/applicant with a disability is excluded, denied services, segregated or otherwise treated differently than other students/applicants because of the absence of auxiliary aids and services, unless the school can demonstrate that offering such aids or services would fundamentally alter the nature of the school programs being offered or would result in an undue burden;
 Failing to make “reasonable modifications” in policies, practices, and procedures that are necessary in order for otherwise qualified students/applicants to have equal access to school programs, unless the school can demonstrate that making such modifications would fundamentally alter the nature of the school programs;
 Failing to remove architectural barriers, structural communication barriers in existing facilities, and transportation barriers in existing vehicles used by the school for transporting students where such removal is “readily achievable;”
If the removal of the physical barriers above is not “readily achievable,” failing to make such school programs available through alternative methods, provided such methods are “readily achievable.”5
In addition, the ADA prohibits retaliation against persons engaged in activities that are protected under the ADA.6 Specifically, the ADA prohibits: (1) discrimination against or adverse treatment of anyone who opposes any act or practice that is unlawful under the ADA; (2) discrimination against or adverse treatment of anyone who makes a charge, assists, or participates in any investigation related to an ADA claim; or (3) threatening, interfering, intimidating, or coercing anyone from invoking rights provided under the ADA.




http://www.nais.org/Articles/Documents/ADA_Pub_2011Final.pdf

[Anonymous]

How does this work in situations like those described above at NPS and SFS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP: you really should look for a school where you kid will be accepted and valued, not just included grudgingly. Tour the schools and be candid but also be flexible. And don’t be afraid to look at religious schools - some of them do a fantastic job with accommodations, NOT because it’s legally required but because they want to.

Under the ADA, independent schools may not discriminate against any student with a disability by excluding the student from fully participating in any school program or activity. The ADA protects otherwise qualified disabled students from any of the following forms of discrimination by schools:
 Using eligibility criteria that tend to “screen out” otherwise qualified individual students/applicants with disabilities or classes of students/applicants with disabilities from the full and equal enjoyment of school programs4, unless such criteria are necessary for the provision of the school programs offered;
 Failing to ensure that no otherwise qualified student/applicant with a disability is excluded, denied services, segregated or otherwise treated differently than other students/applicants because of the absence of auxiliary aids and services, unless the school can demonstrate that offering such aids or services would fundamentally alter the nature of the school programs being offered or would result in an undue burden;
 Failing to make “reasonable modifications” in policies, practices, and procedures that are necessary in order for otherwise qualified students/applicants to have equal access to school programs, unless the school can demonstrate that making such modifications would fundamentally alter the nature of the school programs;
 Failing to remove architectural barriers, structural communication barriers in existing facilities, and transportation barriers in existing vehicles used by the school for transporting students where such removal is “readily achievable;”
If the removal of the physical barriers above is not “readily achievable,” failing to make such school programs available through alternative methods, provided such methods are “readily achievable.”5
In addition, the ADA prohibits retaliation against persons engaged in activities that are protected under the ADA.6 Specifically, the ADA prohibits: (1) discrimination against or adverse treatment of anyone who opposes any act or practice that is unlawful under the ADA; (2) discrimination against or adverse treatment of anyone who makes a charge, assists, or participates in any investigation related to an ADA claim; or (3) threatening, interfering, intimidating, or coercing anyone from invoking rights provided under the ADA.




http://www.nais.org/Articles/Documents/ADA_Pub_2011Final.pdf

Sounds nice, but they do, all the time. How would something like this be enforced? It can't be. The cloak of the admissions process and contract renewal each year gives adequate cover for these practices to continue without technically breaking ADA.

[Anonymous]

Anything technically in contradiction to ADA can be directly verbally said to a family or even said privately between school employees with no information given to the family directly. That's how privates break ADA regularly. Publics can try this, but it's harder because they do not have the cloak of admissions and cannot turn a student or family away. It does happen but less often.

[Anonymous]

Anonymous wrote:Considering Maret, GDS, Sidwell, Beauvoir, Sheridan for a bright child with no cognitive delays but speech, motor, and fine motor delays as a result of her hypotonia. She has private therapy end had made great strides over the past couple years.
I know none of these schools are required to provide accommodations.
Which schools do best with kids who may need some targeted support like mine? Any schools you’d absolutely eliminate from the list? Any others you’d suggest considering?

Those sorts of broad based delays without a firm diagnosis will be difficult for private school teachers to handle in the classroom. They are not accustomed to the wide range of student abilities that public school teachers are used to. You are wise to use the therapeutic route and follow up with her medical team as she grows, but do not expect private schools to have the patience for that process. You will be questioned at every parent meeting and it will be very hard for your to earn the respect of the school staff, no matter how prepared you are. I would move to a good public district if I needed to for a student with this profile. You know what curriculum your child will be getting and you won't face pressure from a public for more testing or to see different doctors, etc., to speed up diagnoses. This is important. You need to have patience with the process and let your child develop at her own pace with supports.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What grade? NPS has been wonderful in accommodating for some less commonly seen needs.

We wanted to apply to NPS this year for our kid with mild dyslexia. Was told by admissions that they already had a couple of kids with special needs in the class and they couldn't accommodate any more. Since their class sizes are so small, it's hard to bring a new kid in with any kind of special needs.

I am super surprised you were told this, but I admire their candor I guess. I hope you have found a great placement for your kid. At the same time, what OP is describing is dfferent from mild dyslexia which requires learning specialist support etc. So maybe OPs child could have been accomdated in that class. NPS actually came to mind when I read this post.

[Anonymous]

Anonymous wrote:Having known several people who started in schools with extra help in elementary, and then transitioned to and thrived in mainstream (top tier) private schools in upper elementary and middle school, I would advocate for this path.

PP could you please elaborate on this comment? Which schools with extra help with elementary?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to say without you describing her needs in more detail. I can’t tell if you’re just a hyper-protective mom for whom being clumsy is a “delay,” or if your child actually has delays. Speech, fine, and gross motor delays all together actually sounds like they could be fairly significant needs and you’d be better off in public with an IEP.

OP here:

Fair question. This is definitely not just me being a hyper-protective mom, though I'd say it's hard to assess long-term need because DD has made significant progress in the past couple years. She started therapy through DC"s early intervention program at age 1 after hypotonia diagnosis. She didn't walk until 22 months. Delayed expressive but not receptive language. Diagnosed with growth hormone deficiency at age 3. Through speech, OT, and PT, she has made great progress over past couple years, and the growth hormone injections have helped with her strength, too. She qualifies for an IEP through DCPS but we've sent her to a private pre-school that provides small classes and hands-on attention, which she's thrived in.

She is now 4, so we are looking at Kindergarten programs. I find it hard to judge the significance of her future needs because of her positive trajectory. I don't think this is just me looking through rose-colored glasses or wishing for an alternate reality but I don't want to be naive and suggest she definitely won't need any real supports, either.

Developmental pediatrician has suggested she could do ok in mainstream private school, with private therapy in place as needed.

Thanks for your input.

Look, I don't say this to be unkind, but I would be surprised if she got it. Many children who are on track developmentally do not get offered a spot. The schools you listed gain nothing from taking a child who needs extra help and care for the same tuition as a child who doesn't. I would suggest applying to schools that cater to kids who need a bit more attention, or public where you could probably have and aid.

Hahaha. Clearly you have never been through the IEP process if you think this level of need will get an aide. The OP would be lucky to get 30 minutes of speech and 30 minutes of OT once a week.

This! We got 15 minutes each. Transferred to private school and paid for private therapy at 45 minutes a week and has worked wonders

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What grade? NPS has been wonderful in accommodating for some less commonly seen needs.

We wanted to apply to NPS this year for our kid with mild dyslexia. Was told by admissions that they already had a couple of kids with special needs in the class and they couldn't accommodate any more. Since their class sizes are so small, it's hard to bring a new kid in with any kind of special needs.

I am super surprised you were told this, but I admire their candor I guess. I hope you have found a great placement for your kid. At the same time, what OP is describing is dfferent from mild dyslexia which requires learning specialist support etc. So maybe OPs child could have been accomdated in that class. NPS actually came to mind when I read this post.

I am not surprised as this happened to us at NPS. For a child who did not need any academic supports. Turns out ‘welcoming and inclusive’ is limited to certain kinds of students.

[Anonymous]

Anonymous wrote:Considering Maret, GDS, Sidwell, Beauvoir, Sheridan for a bright child with no cognitive delays but speech, motor, and fine motor delays as a result of her hypotonia. She has private therapy end had made great strides over the past couple years.
I know none of these schools are required to provide accommodations.
Which schools do best with kids who may need some targeted support like mine? Any schools you’d absolutely eliminate from the list? Any others you’d suggest considering?

Talk to admissions. I would not rely on this board. One of my kids has a mild form of dyslexia and is thriving in a higher grade at one of the Big Three.