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Student Profiles
Most of our students at Chelsea School have a language-based learning disability that affects their performance in acquiring basic reading, writing, and math skills. Specifically, they have difficulty with reading and spelling, comprehending lengthy passages, writing with grammatical accuracy, and translating their ideas into a coherent written form. They may have difficulty computing math problems, learning and retaining math facts, and applying math facts and concepts in problem solving.
Other types of difficulties that many of our students encounter include taking notes from a lecture, copying notes from the board, sustaining attention and focus, and learning and applying organizational skills. These weaknesses are due to cognitive processing deficits in a specific area or areas such as long or short-term memory, visual-spatial organization, auditory processing of language, phonemic awareness, visual-motor integration, and receptive and expressive vocabulary.
Chelsea School students receive individualized instruction that appeals to the unique ways in which each of them learn. Different learning styles and the methods designed for them are celebrated, fostered, and developed at Chelsea School. Our students are presented with challenging course material and earn a high school diploma in preparation for college.
