“At The Lewis School, we understand our students’ unconventional approaches to learning not as disabilities but as learning differences – the expression of remarkable and diverse intelligence, creativity, and original thinking that coexists with the frustration of inherent challenges.”Marsha Gaynor Lewis
In 1972, the work of The Lewis School began modestly in the founder’s living room as a tutorial program for five curious, “incorrigible” little boys and a shy, speech-hesitant little girl, who were struggling to read, write, spell, follow directions, and listen to their teachers. Today, the school is housed in an historic100-year old mansion in the heart of Princeton, whose many institutions and athletics facilities provide a learning canvas for the school. More than four decades of alumni success confirm The Lewis School’s legacy as a proven leader at the forefront of education for students who learn differently.
Our students’ unconventional approaches to language processing are understood as learning differences that coexist with significant inherent challenges among children who are otherwise remarkable capable, creative, out-of-the-box thinkers. Lewis does not define dyslexia as a reading problem in isolation. Dyslexia can affect language processing in a wide range of modalities expressed in the brain’s organization and mechanics of learning. Difficulties may be evident in auditory processing, written language, executive functioning, organizational skills, and memory systems.
The Lewis School is an established leader among respected programs offering research-based education to students impacted by dyslexia ADHD, dysgraphia, auditory processing deficits, dyscalculia and inconsistent executive functioning. Current evidence-based research in education corroborates the efficacy and appropriateness of teaching and learning approaches that Lewis has used for decades.