10 Things to Look for When Choosing a School for Your Child with Learning Differences

For kids with learning differences, smaller class sizes are essential.

Having a learning difference leads to cognitive overload that makes it harder for students to stay focused and engaged. Small classes help teachers provide individual attention that is often impossible in a public school classroom with 25 students or more.

At Howard, for example, we typically have 12 students per class, and each class includes both a lead and assistant teacher. These ratios mean our students consistently interact with teachers, and receive the feedback and encouragement they need to actively participate in learning.

Every child’s needs are unique. Take a look at the list you reviewed with your child’s psychologist and compare it to the specialists on staff at each school you’re considering.

As you begin to narrow your search, ask questions to understand how deeply a school’s expertise goes in the areas your student needs most. For example, here are some follow-up questions to ask if your child needs literacy intervention:

• What type of training do your teachers and specialists have?
• How many minutes of structured literacy will my child receive?
• Do teachers covering history, social sciences and math also have training to support a child with a literacy barrier? 
• Do you provide assistive technology to allow students to access materials beyond their decoding level?

You’ll also want to determine what, if any, special services your child may need outside the school day. For example, it’s common for students to work with an outside speech-language pathologist on speech articulation, or with an occupational therapist to target fine or gross motor skills. Similarly, students with some social-emotional development needs may require additional services.

Children with learning differences do best academically when they receive consistent, ongoing support. Ask schools how often your child will work with trained staff. Are literacy interventions, for example, available daily or just a few times a week?

In addition, ask how interventions integrate within the curriculum. Schools that train the entire staff to address learning differences holistically are often better equipped to meet diverse needs.

Once you’ve identified the types and frequency of interventions available at a school, ask about the science behind them. Each school should be willing to talk about the details of the methods and systems they use, as well as how they adapt when an initial approach doesn’t yield the expected results. Flexibility in applying evidence-based practices shows a school’s commitment to meeting individual student needs.

A strong program doesn’t view all kids through the same lens. Great schools challenge children in areas where they excel while supporting their areas of need. Ask schools how they will differentiate your child’s instruction throughout the day.

Another way schools can differentiate instruction is by using assistive technology (AT). For example, text-to-speech technology may help a student access reading material that is at or even above their grade level. Here are some questions you can ask to ensure schools are using assistive technology to enrich learning, and not simply filling time with screens:

• Which programs and devices do you use?
• How do you determine which tools to provide to each student?
• What kind of instruction do students receive to successfully use AT?
• How do you supervise the use of technology in the classroom?

Tracking progress is key for any learning environment, but it’s especially important for children with learning differences. Standardized tests may not fully capture your child’s abilities, so ask schools what alternative measures they use.

Some schools may track progress using portfolios of student work, showcasing improvements in writing, reading comprehension or conceptual understanding. Others might use specialized assessments tailored for students with learning differences. Whatever the method, the school should share these updates regularly and have clear plans if progress stalls.

Children with learning differences often excel in areas like art, music, drama or athletics. These activities are places where they can show up as themselves, showcase their strengths, enjoy positive recognition and build confidence.

What does your child love? When choosing a school, look for those activities. It's a great way to help them have a reason to love school again.

As a parent, you’ll want to stay connected to your child’s school experience. Ask schools how they partner with parents. What newsletters and other regular communications will you receive? Are there volunteer opportunities that fit your schedule? How do parents, teachers and administrators connect if there is an issue?

Evidence does not support regular homework in younger grades, but there are still ways schools can engage parents in their child’s learning. At The Howard School, for example, we use a tool called Seesaw in our lower school to allow students to share their academic work with their parents. This empowers students and gives parents a first-hand look at their child’s work and progress.

Once you’ve narrowed your list of schools, schedule a visit and pay close attention to how the environment feels. Children with learning differences often find traditional school settings overwhelming and understandably feel frustrated when their needs aren’t supported.

Look for signs of organization, calm and a sense of purpose. Trust your gut if a school feels chaotic or unwelcoming; these feelings will likely mirror your child’s experience. Everyone deserves to feel good at school.

Involve your student in the school selection process. Bring them on the campus visit and arrange to be a visiting student for a day. Then, really listen to them describe their experience.

For kids who may feel disheartened due to struggling with learning differences at school, finding a place where they feel understood and supported can reignite their love of learning. If your child comes away from the visit saying, “They really get me,” that’s a powerful indicator you’re on the right track.