Academics for kids with learning differences
We cater to the needs of each child individually, offering a distinct and personalized approach to their social, emotional, and academic development. Our ultimate goal is to provide a welcoming space where every student truly feels understood, so they can thrive academically, socially & emotionally.
Tailored Education for Exceptional Students
At All Children Academics, we cater to the needs of a distinct and exceptional student population that requires a tailored approach to their social, emotional, and academic growth. Our primary aim is to offer a welcoming environment where students can connect with teachers who comprehend their unique needs and instruct them using innovative techniques.
Our accomplishments are attributable to the robust partnership between parents and teachers. All Children Academics collaborates closely with parents to devise personalized plans for each child. Our director oversees a team of service providers, therapists, and school district representatives who work together to support your child.
Families have several opportunities to bond and engage with our community through monthly family social events, school-wide playdates, and parent-teacher conferences.
- Indivdualized Academics
- Small Class Sizes
- Social & Emotional Health
- Sensory Needs
- Behavioral Issues
Going beyond the ordinary curriculum
We understand the significance of a well-rounded education that extends beyond textbooks and exams. With this in mind, we have carefully curated a diverse range of extracurricular options to cater to the varied needs, interests and passions of our student body.
Both services are offered on ACA’s campus for an additional fee. We work with contractors who can treat your child on site, alternatively you are very welcome to have your existing therapist come onto our campus.
Our social skills experts work with students individually, as well as in designed groups, to target specific areas of social thinking. We follow the framework and curriculum developed by Michelle Garcia Winner to improve students’ social skills abilities. Additional curriculums include The Zones of Regulation, Kimochis and Superflex.
Yoga is a natural way to exercise with children. It helps them relax, focus and develop body awareness and motor planning skills, while strengthening the connection between their bodies, minds and spirits. Yoga is an effective intervention for children with sensory, anxiety, and self regulation needs.
Cooking and gardening is a basic skill for daily living. In addition to learning a valuable life skill, children develop social skills, executive functioning, time management, while giving them a sense of accomplishment. All Children Academics grows a rich outdoor garden, which is dependent on the nurturing of our students.
Students engage in structured PE classes 3 times a day, in which gross motors goals, and social skills are incorporated. Student interests drive the activities, and team collaboration is a high focus.
Enhancing Academic Performance and Behavior through Physical Activity
We place a heavy emphasis on physical activity and it shows.
ACA provides students with gross motor/PE groups 3 times a day. The value of this type of intervention shows in all of our student’s academic performance in the classroom and improved behavior afterschool.
By consistently providing time periods for exercise throughout the day, we have seen a positive measurable impact on student’s focus and mood in the classroom and at home. Regular purposeful exercise shows in our students through improved cognitive functioning, as well as an ability to attend to classwork for longer periods of time.
Our teachers note fewer moments of inattention, and/or hyperactivity after students return from their three 30 minute gross motor groups. Teachers additionally see reduced moments of impulsivity, and a greater ability to work in collaboration with peers, as well as independently.
Our structured gross motor groups are highly important compared to unstructured recess time kids may only experience in others. Recess time on a larger campus, which does not provide the intentional physical activity these break out groups provide can often be spent with children waiting for a turn, attempting to learn rules of a recess game, or just eating. These opportunities do not provide the input and output students need for their regulatory system to allow them to learn.