Learning Differences Program
Consideration for eligibility requires the following:
- High School Placement Test taken at AHS
- A copy of all of the student's psychoeducational test reports, completed by licensed clinical psychologists, one of which MUST have been completed after fifth grade
- A diagnosis of a clearly stated disability/Attention Deficit Hyperactivity Disorder that affects learning such that it is referenced in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), is recognized as a disability in the state of Kentucky or is recognized in the field of special education as a disability
- Signed release so that Assumption can communicate with the grade school (see below to download)
- Application for AHS Learning Differences Program (see below to download)
- A copy of the 504 Plan/IEP from the elementary/middle school
Coursework
At Assumption High School, students with learning differences participate fully in regular pre-college curriculum classes. The level at which students participate is determined on an individual student ability/subject area basis.
More information on academic levels at Assumption can be found on the General Academic Information page.
Components of the Learning Differences Program
Special services which may be accessed by students and parents include the following:
- Confidential sharing of the student's "Learning Profile" with the student's teachers. The "Learning Profile" provides information regarding main difficulties, strengths, learning styles, interests, appropriate accommodations, and teaching suggestions.
- Oversight of appropriate accommodations .
- Parents Acting Together (PAT) Meetings are scheduled throughout the school year.
- Postsecondary Planning Program
- Course Philosophy
The philosophy of the Postsecondary Planning curriculum, based on identified themes of successful adults with learning disabilities (Gerber et al., 1992, Raskins, Goldberg, Higgins, Herman, 2002) is that students with learning differences can experience school and life success when they experience interventions that influence the development or strengthening of specific success attributes. These attributes are: self-awareness, proactivity, perseverance, goal-setting, use of effective support systems, emotional stability.
- Course Philosophy
- Parent agreement to attend an individual orientation meeting and additional designated PAT meetings each year.
- Student participation in a credit class entitled "Post secondary Planning." In this class the students are grouped as accurately as possible by grade and area of learning difference.
Typical components of the class are ongoing development of individual learning profiles based on strengths, difficulties, descriptions of learning difference, interests, and learning styles; limited exposure to learning strategies and study skills; support for self-advocacy; regular grade checks and goal setting; post-secondary preparation issues; social skills and self-esteem reinforcement.
- O.U.T.R.E.A.C.H. (Our Unique Team Reaching Everyone Around with Care and Hope) is a leadership opportunity for upperclass women in the PSP Program to connect with freshmen who have a diagnosed learning difference and participate in the PSP Program as well.
- Facilitation of advocacy meetings between students and teachers.
For a student to enjoy the full benefits of the Postsecondary Planning class, it is imperative that all pre-enrollment components be provided to Assumption High School's Learning Differences Department prior to registration. This will allow for planning for a smooth transition from elementary school to high school. Delaying disclosure of information and/or enrollment into the class has too often resulted in struggles followed by schedule changes necessary to join the class and address problems.
