TLC

Timothy Learning Center (TLC)

Program

The Timothy Learning Center, using the program of the National Institute for Learning Disabilities, focuses on strengthening areas of weakness in perception and developing thinking processes. Twice a week, students undergo individualized therapy, working on techniques that are especially designed to improve their performance in the areas of perception and cognition. The goal of therapy is independence and success in the regular classroom.

Parents become very involved in the TLC program. They are required to attend an orientation meeting as well as the early therapy sessions. Parents are also expected to observe therapy sessions on a regular basis. This exposure to the TLC program gives parents the training they need to carry on a portion of therapy at home and gives them a clearer picture of their child’s needs. The close working together of parents and therapists provides students with the continuity that is key to their success.

A close working relationship also occurs between the therapists and the classroom teachers. Communication between these individuals allows for the exchange of insights that leads to improved, integrated educational plans for each student.

There is a TLC tuition in addition to annual school tuition, which may be paid on a monthly basis. TLC operates beyond the regular school budget and therefore must cover therapists’ salaries, space and administrative expenses.

Potential students for the TLC program are those experiencing frustration in areas related to school performance, such as poor spelling, difficulty with handwriting, reading, math, or expressing thoughts in writing. Students applying to the TLC program must also meet the school’s standard admission requirements.

The number of years students are enrolled in the TLC program varies according to the severity of the deficit, usually, an average of three years.

Students complete the TLC program when they become independent and successful in the regular classroom.

Students are taught by educational therapists who are certified teachers specializing in learning disabilities. The Center’s director, Mrs. Cathleen Ehrich, has spent 5 years teaching in the public school, 10 years as a classroom teacher at Timothy and has been with the NILD program since 1990. There are currently four on the TCS staff who have had training at the National Institute for Learning Disabilities.

The following battery of tests is given as recommended by NILD in order to evaluate the need for TLC:

A. Gates-MacGinitie Reading Tests: to identify develop ment in reading, vocabulary and comprehension as indicated by a grade level, percentile and standard score.

B. Wide-Range Achievement Test-Revised: to determine the achievement levels in spelling, arithmetic and reading as indicated by a grade level, percentile rank and standard score.

C. Ekwall Reading Inventory: to identify fluency and accuracy in oral reading, silent reading, listening and comprehension as indicated by a grade level score.

D. Auditory Discrimination Test Wepman: to identify deficit in auditory discrimination of paired words.

E. Draw-A-Person: to observe sense of body image, proportion and spatial aptitude.

F. Detroit Test of Learning Aptitude-2: to determine strength and weaknesses of specific mental faculties within four domains; linguistic, cognitive, attentional and motoric.

G. Informal testing, such as dictation and copy.In addition to this educational battery administered by a therapist, a Christian educational psychologist gives the Wechsler Intelligence Scale for Children-III and the Bender Visual-Motor Gestalt Test. The psychologist then summarizes the entire battery of tests, giving a recommendation for the student in a written report.