Enabling neurodiverse learners at Park Century School

Students with learning differences unlock their full potential through personalized education.

Park Century School takes a tailored approach to serving students with learning differences such as dyslexia, dyscalculia, dysgraphia and ADHD. Led by Head of School Dr. Julie Porter, the learning institution provides structured intervention to help students thrive in reading, writing and math.

“We teach in the way our students’ brains are wired,” explains Dr. Porter. “Our success lies in understanding how they learn and adapting our methods to fit their needs.”

The school’s unique, multimodal approach integrates movement and executive functioning support, creating a multisensory environment where students can actively engage with the material. This enables them to manage their learning and develop essential skills like self-advocacy and material management. Dr. Porter highlights the importance of focusing on building up learners based on their strengths instead of emphasizing what they cannot do.

Park Century’s philosophy centers on early intervention, backed by evidence-based practices. The school starts by assessing phonemic awareness to determine whether the challenge lies in decoding, fluency or comprehension. Once it knows the diagnosis, the appropriate programs are established. For example, a student might struggle with dyscalculia, affecting their ability to process math. Park Century then uses multisensory, multimodal teaching methods, like having students touch, see and move to fully engage with the material.

One standout success story involves a third-grader who could not read when he first joined Park Century. He struggled academically and has been rejected by two schools. However, through tailored support from Park Academy, his progress was undeniable as he was able to read independently for the first time.

For families entering Park Century, many are at a crossroads, having struggled to find the right educational environment for their children. Often, these families are emotionally exhausted as traditional schools fail to meet their child’s needs. Dr. Porter acknowledges this challenge by spending considerable time unpacking trauma and feelings of inadequacy whenever they meet with the families.

“These kids and their families should not feel the shame associated with their circumstances. Instead, they should embrace their differences and take pride in having the opportunity to see the world differently,” says Dr. Porter. “We’re building a better world as these children’s creative minds can help drive the future of humanity.”

Learn more about Park Century School at www.parkcenturyschool.org.