Special education schools cater to the needs of children who have conditions like ADD, ADHD, basic learning disabilities and dyslexia. These schools tend to push vocational training over academic training, especially in the high schools because of the high dropout rate of special needs kids. The special learning schools in NJ are designed to help special needs kids get the education that they so richly deserve. It is also important to realize that having a special needs child is not something to be ashamed of it just means that they will need to work a little harder to succeed.
Special learning schools in NJ and everywhere else in America are rare because of the Disabilities Education Act of 1975. This law states that public schools should maximize the number of disabled students taking courses with regular students. The result is that disabled students can’t be removed from public classrooms until all of the assistance that the school has to offer has been exhausted; only then can help be sought elsewhere.
Students with special needs are 10 times more likely to graduate from a special needs school than they are from a public high school where the pace is often too fast for them to keep up. They become frustrated and drop out as soon as they get old enough to legally do so. In a special needs school, they have more of a chance because the pace is slower and built to cater to their individual needs as well.
If you are looking for help with your special needs child, there is help out there. You will have to do your research well, visiting each and every school that you find to make sure that they are able to meet your child’s needs. Don’t settle for the first place that you run across, because if your child is not happy there, then you will run into more problems than you were experiencing in a normal school setting.
Take your time, don’t get discouraged and remember that this is what’s best for your special needs child not for the rest of the world that is important. Visit The Cambridge School for more information.
