Our Campuses
Connecticut

Program

Educational programs at WPS center on facilitating the independence of students with learning difficulties through assessment-driven individualized education.
Key to the success of WPS’s educational programs is the implementation of the Continuous Feedback System by all community members, which ensures that educational programs are developed around the needs of the students and are flexible and fluid.
The typical WPSCT student has 50 minutes of daily instruction in Language Skills (decoding and/or written language instruction), Literature, History, Math, Science, Physical Eduation and an individualized Focus session. The Physical Education period alternates 2 or 3 days weekly with one of our enrichment courses which may include arts, music, or civics. Through our 'High School Partnership Program' with Norwalk Community College, students who qualify to take college-level classes at NCC are exempt from a corresponding class at WPSCT. They use that time during the school day to work on their NCC course assignments. In addition to the daily schedule, students may choose to participate in an array of after-school enrichment activities including various athletics,  Community Service, Garden Club and study hall, etc.

Examples

Goals and methods employed with students with the following primary learning difficulties:

List of 3 items.

  • Nonverbal Learning Disability

    Nonverbal Learning Disability (NVLD) is a specific learning disability rooted in weaknesses in visual-spatial processing leading to pervasive and overlapping academic and social challenges.

    NVLD is often characterized by challenges in reasoning and comprehension, socialization and communication, mathematics and executive functions.
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  • Language Processing

    Students with a core deficit in language processing are challenged with the concrete pieces of language and typically demonstrate strengths in comprehension and reasoning. Dyslexia, falling under the Language Processing umbrella, is a specific learning disability, neurological in origin characterized by persistent deficits in working memory, phonological processing, and rapid automatic naming. Students with dyslexia will often not only struggle with reading and spelling but also written expression, calculation, and following directions. Reading comprehension can also be impacted due to weak decoding skills. 
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  • Executive Functioning

    Students with an executive function disorder struggle with the supervisory and self-regulatory mental processes involved in planning, organizing and responding in a flexible, strategic and appropriate way. Researchers highlight a variety of processes associated with executive functions, including (but not limited to), goal selection, planning, regulation of goal directed behavior, delay of gratification, mental and behavioral flexibility, metacognition, adjusting to changing rules, utilization of attention and decision making. 
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Winston Preparatory School is a leading school for students with learning disabilities, including dyslexia, executive functioning difficulties (ADHD), and non-verbal learning disorders (NVLD).

WPS does not discriminate against applicants and students on the basis of race, color, national or ethnic origin. The Winston Preparatory School provides programs and services and equal opportunity in the administration of its educational and admissions policies, financial aid programs, employment, and the selection of its governing board without regard to gender, race, color, creed, religion, national origin, sexual orientation, disability status, or any status recognized by federal, state and local civil rights and non-discrimination laws.