The St. Anthony School and Specific Learning Disabilities (SLD)

What are Specific Learning Disabilities, and how do they affect students?

A specific learning disability (SLD) is any disorder that impacts a student’s ability to read, write, spell, listen, think, or complete math calculations. Many common SLDs are dyslexia (difficulty in learning to read or interpret words and letters), dyscalculia (math reasoning/comprehension delay, dysgraphia (learning disability that affects handwriting, fine motor skills, or written expression),  or mixed receptive-expressive language disorder (difficulty processing, understanding, or creating speech). A student with a specific learning disability may struggle in the classroom due to the way information is presented, a lack of appropriate learning tools and accommodations, an inability to keep up with peers, and little one-on-one time with the instructor.

The St. Anthony School Approach to Specific Learning Disabilities

The St. Anthony School offers a thoughtfully structured program designed to support students with specific learning disabilities (SLDs) in reading, written expression, and math. Our educators are skilled in recognizing how learning differences impact academic performance and approach instruction with empathy and expertise, as well as a strong focus on emotional well-being.

Instruction is intentionally designed to promote success, while small class sizes ensure that each student receives meaningful, individualized guidance.

Through targeted assessments and selective diagnostics, we identify each student’s strengths and needs in order to place them in the academic setting where they can feel confident and successful. With a calm learning environment, personalized instruction, and appropriate accommodations, The St. Anthony School empowers students with SLDs to build on their abilities, develop effective learning strategies, and reach their full academic potential.

Interested in learning more about our academic accommodations and modifications? Visit our Academic Approach page.