Karen Loder, Director of Admission & Financial Aid, Gill St. Bernard’s School, NJ

Five percent of the general population has diagnosed disabilities, and 10-20% of our students have diagnosed learning disabilities. Karen believes that this, more than any other factor, is shaping the applicant pool. She recommends enrolling these children only if you have policies and procedures in place to provide accountability. Karen also advised that schools identify the special learning needs areas with which they have a track record of success.

If you’re considering an “atypical applicant,” ask yourself three important questions:

1. What is the degree of risk?
2. What is the potential to succeed?
3. What special talents will the candidate contribute to the school community?

To help answer these questions, consider the following success predictors:

1. Psychological/Educational testing. For example, a lower verbal IQ coupled with a lower performance IQ might suggest a need for learning support, while lower verbal scores coupled with a higher performance IQ could signal non-verbal strengths but possible social functioning issues.
2. Academic record. Evaluate the student’s previous performance in school, read teacher recommendations carefully, and see tutors as resources.
3. Student internal resources. Look for evidence of grit, resourcefulness, fl exibility, and motivation.
4. Parents. Do they understand their child’s real learning issues and do they have realistic expectations? Do they show fl exibility and willingness to tap their fi nancial resources? Are they supportive?
5. Testing recommendations. Review testing carefully and thoroughly with parents; make clear in writing what reasonable school accommodations can be made.
6. Increased risks. Does the ADD child have other issues? Consider how much is too much.