“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.”
The mission of The Lewis School is to educate and to empower bright, creative young people whose scholastic achievement and human potential are compromised by unresolved challenges associated with dyslexia, ADHD, inconsistent auditory processing and closely-related language-based learning differences. It is to provide these promising students with the most exceptional multisensory educational opportunity possible within a school community specifically attuned and responsive to each student’s academic needs, and to the nurture of the whole person. It is to explore and prosper each student’s gifts and great promise.
Accredited by New Jersey Association of Independent Schools (NJAIS), The Lewis School is a pioneer in neuroscience-based education and has been a member of the International Dyslexia Association for almost 50 years.
Established in 1972, the work of The Lewis School began modestly in the living room of Marsha Lewis 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 historic 100-year old mansion in the heart of Princeton, whose many institutions and athletics facilities provide a learning canvas for the school.
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.
Please see the Admissions page for a more detailed explanation of Dyslexia.