Jason, a 6th grader, was referred to JCOS by his psychologist due to concerns about his inattention and academic frustration leading to classroom failure, poor self-image and behavioral difficulties which began in the 3rd grade. Jason and his family struggled between his academic ability and his poor classroom performance leading to a decline of emotions and behaviors that interfered with everyday functioning in school, at home and with his peer groups.
Multisensory instruction allowed for more hands-on and visually supported lessons increasing focus in the classroom. The small teacher to student ratio gave the student more support, both academically and emotionally, to gain confidence and begin his self-advocacy. The physical education teacher worked one-to-one with Jason giving him the skills to be a team leader and a role model. This reinforcement in his area of strength gave Jason a positive self image which generalized into the classroom and with his peers. Daily, intensive instruction for:
- Reading, using a mosaic of reading approaches including direct instruction in Orton-Gillingham based multi-sensory approaches.
- Writing, based on research-supported Judith Hochman’s Basic Writing Skills for struggling writers.
Jason earned academic honors and played in the band at JCOS. He now attends a Catholic high school where he remains an honor roll student and actively participates in school sports.