Star Academy offers a wide variety of research-based multi-sensory methodologies and teaching techniques proven effective for students with learning differences. Interwoven into the core curriculum is a broad spectrum of specialists and methodologies available on site and implemented on the basis of individual readiness and need. Specialists and teachers communicate regularly regarding the progress of each student and collaborate in the fine-tuning of each student’s program. Specialist instruction is provided in one-on-one or small group sessions by a team of 14-18 part-time specialists. Many of these specialized services are included in tuition, and others are fee–for-service.

List of 8 items.

  • Speech and Language Therapy

    Licensed and certified speech pathologists work with students to improve a broad range of communication skills. Some of the difficulties that our students experience include:
    • Problems finding the right word to express themselves
    • Problems remembering information they hear
    • Problems understanding abstract, idiomatic, or figurative speech
    • Problems understanding indirect requests, polite evasions, or varying tones of voice and facial expressions
  • Occupational Therapy

    All incoming students are evaluated by our occupational therapist for deficits in:
    • Postural stability
    • Reflexes
    • Sensory processing
    • Perceptual-motor planning and coordination
    • Gross motor skills
    • Fine motor skills
    • Muscle strength
    • Range of motion
    • Balance
    • Practical life skills
    After an assessment, an individual treatment plan is created and implemented.
  • Multi-Sensory Language Arts Therapy

    MSLAT therapists remediate all aspects of reading using a variety of multi-sensory methodologies and strategies. MSLAT services are provided via in-class, small group, and individual sessions. Following are descriptions of the some of the methods used in the MSLAT department:

    Lindamood-Bell Visualizing & Verbalizing®:  Students with weak oral and reading language comprehension do not image well and do not form the gestalt (whole) from the information given. They often reread material several times and still remember only a few details. They may understand only part of a conversation, have trouble following directions, or have difficulty with critical thinking. This program develops concept imagery, which stimulates the development of language comprehension and expression.

    Lindamood-Bell Seeing Stars®: English is very difficult for some children since phonetic rules do not always apply. This program enhances visual memory for sight words and their spelling by helping students see letters in their mind. The ability to visualize letters can bring phonemic awareness to the level of automaticity.

  • Structured Literacy Support

    Structured Literacy specialists use adapted Orton-Gillingham and other methods designed to develop strong decoding strategies for students with dyslexia. By starting with the smallest unit of sight, sound, and feel—a single letter—and expanding upon that single letter, students gradually learn to associate sounds with their letter counterparts and blend the sounds into words. This multisensory approach has a proven track record of success.
  • Social Thinking and Social Skills Development

    Many students at Star Academy have social processing difficulties and have not acquired some of the basic social
    skills that enable them to interact successfully among “typically” developing students. As a result, these
    students may lack the ability to make and keep friends, and feel lonely, alienated, and bewildered about how to fit in or join in among their peers. The good news is that social cognition and social skills can be taught, and Star Academy uses the highly successful Michelle Garcia Winner’s Social Thinking Curriculum to that end. We use specific techniques for teaching social thinking and social skills in a way that makes sense and can be remembered. Students learn important rules of social communication, why they work, and how and when to use them. Social thinking and use of appropriate social behaviors are integrated into the classroom curriculum and reinforced throughout the day.
  • Social Language Pragmatics Group

    Social pragmatics groups are an important component of our speech and language therapy program. The licensed and certified speech pathologists at Star Academy work with groups of up to five students to develop and practice language pragmatics (the social language of the playground). Interwoven into these practical skill building sessions is Michelle Garcia Winner’s Social Thinking curriculum. These sessions help students improve their communication and social skills with friends and reinforce their work in speech and language therapy and social skills groups.
  • Executive Functioning

    Organization skills and study skills are taught and reinforced throughout the day by homeroom teachers and
    specialists. Students are taught how to follow their schedules and learn how to get themselves to classes and specialists on time. They also learn how to maintain well-organized binders and homework assignment sheets, so that they know where all their work and assignments are at all times and to reinforce good study skills.
  • Individual Counseling

    Star Academy’s on-site counselors provide individual counseling services for issues relating to managing anxiety, depression, body image, maintaining emotional wellness, coping with adjustment or transition difficulties.

Disclaimer: Star Academy is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell – an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills – in no way endorses or monitors the services provided by Star Academy. Star Academy may not recommend and/or provide the Lindamood-Bell methodologies at the same frequency and/or duration as the methodologies recommended and/or provided at the Lindamood-Bell Learning Processes Centers.