The ability to be goal directed is a third factor that is highly predictive of success for students with learning disabilities. However, just like the development of self-awareness and the use of support systems (discussed in previous blogs), children with learning disabilities need explicit instruction in how to set goals.


Using support systems effectively is another one of the key factors that predicts success for students with learning disabilities. Many students receive support during school. They might work with an intervention specialist on a daily basis, have modified assignments and/or receive accommodations such as extended time on tests. Beyond these planned supports, successful students are willing to seek help from their teachers, peers, and parents.


Shelly Weisbacher, former Executive Director of Springer School and Center, wrote a compelling blog series. Wanting success for our children has been and will continue to be at the forefront of our minds. Let’s remind ourselves of some key success factors for children with learning disabilities.


A former Springer Center Program Coordinator, Sandi Staud, shares her love for books. She also shares tips on how to foster this love and model this love of books for our children.

You may be able to remember instructions from your parents or teachers about taking care of books. I still feel a twinge when I set a book down on its open pages, and I never leave it there for long.


Math may not be marvelous for you or your child, but research indicates that your attitude toward math is really important. A Stanford study’s lead author and postdoctoral scholar said, ‘Based on our data, the unique contributions of positive attitude to math achievement is as large as the contribution from IQ’ (Chen, PhD).


Knock, knock.
        Who’s there?
        Banana who?
Knock, knock
        Who’s there?
        Banana who?
Knock, knock
        Who’s there?
        Orange who?


Parenting a child who struggles in school brings with it a unique set of challenges, one of which is finding a school that takes a different approach to learning. Springer School and Center has provided that “different approach” to thousands of children with learning disabilities for over four decades. But I know that making the decision to change schools is a complicated one.


In March of 2017 then Center Director, Stephanie Dunne, wrote an important article that remains pertinent in our work with families that are impacted by ADHD. The question is still being asked, so let’s see how we might respond to this question.


“My child’s learning difficulty is no longer invisible to me – just to everyone else.” “I keep thinking that if I try hard enough, I can convince myself that it will all just get better – something will click.”


“What Avi accomplished at Springer in three years is nothing short of a miracle.”

In third grade, Avi was still laboriously working out three-letter words while her peers were fluently reading chapter books. By fifth grade, her teachers had given up on her ever learning to write. But this spring, Avi was accepted at the School for Creative and Performing Arts to pursue a double major in Costume and Fashion Design and, yes, Creative Writing.