Profile of The Winston Student

List of 2 items.

• CHARACTERISTICS OF A WINSTON STUDENT

  • Possess an IQ in the average to above average range but fall below such standards in specific sub categories measured by such tests which greatly affect learning.
  • Have academic scores that reveal a disparity where areas of strength and weakness are apparent. 
  • May have abilities that trend in the average or above average range, but benefit from small class sizes, differentiated instruction, and appropriate accommodations. 
  • Do not require a therapeutic setting for behavioral or psychological challenges that impact their learning or the classroom environment.
  • Need content delivered through teaching techniques that accentuate individual strengths with specific strategies that support areas of challenge.  
  • May need the pace of the class to be adapted to their learning style within a context that provides ample opportunity to learn and to review material.

  • Typically experience difficulty demonstrating their academic potential in traditional settings which do not allow for differences in learning styles and which are not equipped to provide accommodations for such differences.  
  • May require Occupational Therapy (OT) and/or Speech (SLP) services as part of their overall program. Strategies and tools recommended by Winston’s OT and SLP specialists are integrated into the classroom.    
  • Have the potential to embody the Winston Roots (Caring, Citizenship, Courage, Honesty, Imagination, Respect, and Responsibility).

• LEARNING CHALLENGES EXPERIENCED

  The learning challenges experienced by Winston students may include one or more of the following due to comorbidity:
  
  

  • ADHD, difficulties in paying attention. Limited attention and concentration affects many aspects of the learning.
  • Anxiety, excessive and persistent worry that interferes with academic and social functioning.
  • Central Auditory Processing, shown by the inability to make sense of information taken in by hearing. An auditory processing disorder is not a hearing loss.
  • Decoding, manifested by difficulties in knowing and using the rules to sound out unfamiliar words.
  • Dyscalculia, difficulties in understanding numbers and math.
  • Dysgraphia, an impairment in letter writing which can affect spelling. Lack of fine-motor skills will affect the physical nature of writing.
  • Dyslexia, difficulty in reading as a result of challenges in identifying sounds and how those sounds relate to letters and words.
  • Encoding, opposite from decoding, difficulty pulling apart the sounds within a word in order to spell correctly.
  • Executive Functioning, weaknesses in organizing thoughts and activities, prioritizing tasks, managing time efficiently, and making decisions.
  • Fluency, an inability to read with accuracy, speed, and proper expression.
  • Phonological Awareness, difficulty in blending, segmenting, and isolating words and non-words.
  • Processing Speed, related to problems focusing and quickly discriminating information to problem solve.
  • Reading Comprehension, difficulty in processing and understanding the meaning of text.
  • Receptive/Expressive Language, difficulty understanding spoken or written language (receptive) and sharing thoughts and ideas orally or in writing (expressive). ADHD is comorbid.
  • Verbal Processing, manifested by difficulties with spoken and written information.
  • Visual Processing, difficulty in taking in information through the eyes. A visual processing disorder affects students with spatial information, especially geometric figures.
  • Working Memory, inability to hold and manipulate information on a temporary basis.
  • Written Expression, difficulties with the conceptual aspects of writing that include writing processes and style. Executive functioning weaknesses may affect written expression.