Specializing in Dyslexia & ADHD
Through no fault of their own, a substantial number of well intentioned children — including very bright ones — experience significant difficulty in learning to read. This frustrating and persistent problem in learning to read is called Dyslexia.
Like Dyslexia, ADHD is a neuro-developmental disorder. As such, ADHD can also significantly compromise the student’s academic progress in the classroom.
An Independent, Nurturing School for Children with Learning Differences in Pennington, New Jersey
Cambridge School is an independent, K-12 day school that specializes in helping students with language-based learning differences, such as dyslexia, ADHD, dysgraphia, auditory processing disorder, and executive function difficulties, among others. However, we believe that our students have learning differences, not learning disabilities.
At Cambridge School, we provide positive educational opportunities tailored to each child’s personal strengths and learning styles in small classes led by our expertly trained faculty. We offer a comprehensive, evidence-based program that is designed to help students overcome their challenges while supporting and encouraging the pursuits in which they excel.
Speech & Language
Cambridge School offers a full range of services to support children who experience speech and language challenges, have social difficulties, or require occupational therapy.
Does your student consistently struggle to complete, or find, his school assignments? Does he/she express good understanding of the material but just can’t get started or see a project through to completion?
Cambridge School’s Speech and Language Department offers the CompleteSpeech SmartPalate for articulation therapy — a service that was added in response to a growing need to enhance support for students who are challenged by persistent articulation problems.
Social Cognitive Strategies™
For most of us, interacting with others seems to come naturally. However, students with social challenges often lack the ability to think through and succeed in daily social situations. For these individuals, “social thinking” must be learned and practiced. Research has identified a 75% co-occurrence of social communication difficulties in children with learning differences (Forness and Kavale, 1996, American Speech-Language-Hearing Association, 2016).
Language-based learning differences often have associated or co-occurring conditions that further impact the learning process (Deponio, 2004, Boada et al.,2012), with a number of studies showing significant co-occurrences with dyslexia.