A Personalized Goal for Nari
Early on, Nari started exhibiting developmental issues. Jane, her mother, wondered if these delays were due to the instability and emotional challenges Nari had faced and was hopeful that she’d grow out of it. However, as time passed, it became evident that Nari had a learning disability. When she was additionally diagnosed with ADHD and a defiance disorder, Jane felt alone, fearful and confused as to what the future held for Nari.
Jane wanted to ensure that Nari would be “academically set and accepted into society,” and one day even attend college. “That’s what I want for her and any other special needs child,” she explained. Knowing that students with special needs can be overlooked, Jane knew that Nari’s childhood education would be pivotal in determining her future.
Jane tried everything in her power to find the resources Nari would need. She looked for subsidizing and financial support, applied for public assistance, joined advocacy groups and enrolled Nari in numerous different public school programs. Even with an IEP, no program proved effective in giving Nari the help she needed to thrive. Lacking in the structure and attentiveness that Nari required, they often led her to act up. When Jane realized Nari needed a more intensive solution, she enrolled her in the High Road Program of Philadelphia.
Nari started at the school in December of 2017. The focused instruction, individualized curriculum and smaller classroom sizes proved to be a perfect fit for Nari’s needs. She took to the program right away, working well within the structured learning environment and hands-on instruction.
Nari was a perfect fit for our program. She took to it right away and has been a model student with very few issues. She even achieved gold-level status, the highest behavioral status a student can reach.
Throughout the year, Nari came to feel comfortable, valued and adequately challenged. Faculty and staff noticed her rise in confidence, improved behavior, newfound sense of responsibility and self-control. These changes proved to be translatory from her academics to her social and interpersonal behavior, having a positive effect on her relationships as well.
“Nari was a perfect fit for our program,” said Anthony Aiello, director of the program. “She took to it right away and has been a model student with very few issues. She even achieved gold-level status, the highest behavioral status a student can reach.” Nari continues to grow and develop her academic, behavioral and social skills, Anthony added.
Nari’s mother is especially proud of her growth, noting that she’s grateful for a program that finally recognized — and realized — Nari’s potential. Both Nari’s mom and her teachers believe the program will have a lasting impact and empower Nari to succeed throughout her entire life.