Diagnoses We See
Our Interpersonal Whole-Brain Model of Care helps students with learning differences reach their full potential by creating the right neural pathways. We serve students with various diagnoses including:
Attention-Deficit/Hyperactivity Disorder (ADHD)
Specific Learning Delays
Why Our Interpersonal Whole-Brain Model Of Care Works
The Interpersonal Whole-Brain Model of Care uniquely addresses the core issues that are specific to Learning Concerns. We often meet students who want to succeed in school and are already trying as hard as they can. However, they are asked to "try harder" and are left feeling defeated.
We often evaluate students with attention and focus issues, handwriting difficulties, word decoding and reading comprehension challenges. Simply practicing the skill will not alleviate the issue and lead to change. Instead, it will lead to frustration for both the student and teacher. Each of these challenges have specific root neurodevelopmental causes that can be addressed with the right intervention model and frequency.
Our Interpersonal Whole-Brain Model of Care helps students develop a strong neurodevelopmental foundation. Once that foundation is in place, then the skills of reading, writing, math, attention and focus can be successfully practiced and mastered.
Brain regions we often focus on developing include:
Post Central Gyrus: Attention and focus is dependent on the midbrain region communicating properly with the frontal lobes. Often, sensory motor work from the Post Central Gyrus must be well balanced and integrated in order to provide a sufficient foundation for the Prefrontal and Orbital Frontal Association Cortex to communicate properly.
Prefrontal & Orbital Frontal Association Cortex: The brain region where goal directed behavior, modulation of affect, planning and initiation of response, and many other higher level functions reside.
Temporal Lobe: For word decoding and reading comprehension. The Temporal Lobe must be properly communicating between the right and left hemispheres of the brain in order for word recognition (reading) and comprehension to be achieved.
How The Interpersonal Whole-Brain Model Of Care Is Implemented
The child with learning differences is capable of building the right neural connections, if given the adequate targeted stimulation.
Each student receives a comprehensive evaluation around his or her neurodevelopment, physiological health, learning style, and emotional, behavioral, relational balance. The evaluation includes a global neurodevelopmental assessment unique to Jacob's Ladder of over 300 indicators, a comprehensive academic assessment, a nutritional consultation, and a QEEG brain map to determine specific regions of the brain that are struggling to communicate.
Based on the evaluation, each student receives a model of care tailored to his or her academic and therapeutic needs in order to develop the right neural pathways and reach their full potential.
Environments Built For Students With Learning Differences
The Hope School
Students with learning differences could potentially attend The Hope School environment. Their individualized model of care is implemented daily in a classroom culture that embraces our core values:
Hope: To embrace the possibility within ourselves and others
Truth: To talk about and accept our own and others’ strengths and weakness in an open, productive, kind and fair manner
Love: To treat ourselves and others with respect and maintain physical and emotional safety for everyone
Students with learning differences might also attend The Ladder environment. Like all four of our environments, students attending The Ladder will implement their individualized model of care each day with instructors that embrace our core values:
Hope: a cherished trust in transformation and a life lived through possibilities
Truth: integrity in action, character, and speech based on what is accurate and honest
Love: always hopes and perseveres, regardless of circumstances and is a choice we make to value and honor another with our actions.
Older students that have learning differences can apply to attend Compass Beyond for educational planning, vocational training, community enrichment, and home life readiness.
We See Real Results
Each day, we see students make tremendous academic, functional, and emotional behavioral gains as they develop the right neural pathways. Their lives change at home and at school in powerful ways.