When a child is diagnosed with dyslexia and language-based learning differences, many times there is worry, fear, and uncertainty attached to the diagnosis. Parents often fret over the question, “What’s next?”
That is where Swift School and its Early Literacy Program enter the picture. Lower Division Director Roni Battoglia mentioned that at Swift School, faculty and staff intervene “the day students step through the door” to the building’s main entrance off Grimes Bridge Road in Roswell.
Natalie Felix, Swift School’s Orton-Gillingham Fellow, conducts training for faculty and staff and mentors teachers on successfully implementing the Orton-Gillingham Approach in the classroom.
Mrs. Felix expanded on the idea of early intervention with a message for parents. Parents sometimes do not know the warning signs to look for regarding dyslexia. The idea of “the child will catch up, and do not worry” is a myth. In the preschool years, difficulty rhyming and following directions can be a sign. A big red flag when they get to school-aged Kindergarten level is difficulty attaching letters to sounds for reading and spelling.
A SOLID FOUNDATION
Parents can rest assured that at Swift School, their student is receiving a solid foundation. After all, the early school years are the most efficacious time to provide intervention for a student with language-based learning challenges and dyslexia.
“The best time to intervene and give good, solid, foundational instruction is in Kindergarten, first grade, and second grade,” noted Mrs. Felix. "That's not to say we can't remediate when a child reaches the older grades. Our focus is on providing the necessary remediation as early as possible. We want to change students’ trajectories. Providing intervention for students in Kindergarten and above can help us achieve that.”
Students at Swift learn using a variety of unique and proven approaches. From the Orton-Gillingham Approach to the knowledge-based language arts curriculum Wit and Wisdom and Woodin Math approach, students will be met where they are, challenged, and celebrated for their success.
Eventually, faculty and staff help students successfully transition out of Swift when they are ready and prepared. The average stay of a Swift student ranges from 2.7 to 4.5 years. After a successful Swift School career, students receive outplacement assistance and move into a traditional public school or an independent school.
“The fact is that we don’t want to see them go, but the excitement of students ‘flying on their own’ holds true,” Mrs. Battoglia stated. “Those are our success stories, and it is always enjoyable to have a student return and reflect fondly on their time at Swift School.”
Walk through the doors at Swift School and let top-notch teachers prepare your child for education and beyond. Success with dyslexia starts here.