Copyright 2019 The Long Island Whole Child Academy for Twice Exceptional Learning

Students

Labels limit. The mind. The spirit. The body and soul. Once a label, always a label…this must serve as a warning against limiting our children by behaviors, interests and attitudes. Instead, let’s explore the possibilities of a place where achievement is driven by dreams, and growth is charted by risks taken and challenges overcome. Achievement is sparked by an environment based on the principles of autonomy, connectedness and competence. Autonomous students take ownership of their work and their achievements. Connected students feel a deep sense of belonging to a greater learning community. Competent students trust that they will find solutions to challenges as yet undefined. The Long Island WHOLE CHILD ACADEMY provides just such an environment founded on a strengths-based approach to dreaming, learning and discovery. Imagine an education that challenges the mind but is not bound by the challenges of a mind that learns differently.

 

All students will learn when they can and do when they feel motivated and competent.  Common to all humans is the need to feel connected: here at The Long Island Whole Child Academy, each student is the most important individual in the community and belonging to a community that embraces differences as a strength, that protects against bullying and alienating, that is built on integrity and respect for every member of the community affirms the authenticity of this commitment.

 

All students need to feel empowered. At The Long Island Whole Child Academy students are encouraged to take ownership of their work and responsibilities that come with growing developmental stages. Students are asked to participate in the creation of curricula, in creating self-assessment rubrics, and in learning how to be an autonomous member of this learning community.

 

Finally, students need to feel competent---and this is what The Long Island Whole Child Academy is truly about.  Individualized instruction allows each student’s preferred learning style to be examined as a natural asset rather than a challenge, in designing lessons, choosing materials, in completing meaningful projects and units.