Welcome to The Schenck School
Our Approach to Education
At Schenck, students embark on a transformative educational journey lasting two to four years, preparing them for successful transitions to both public or private schools. Our commitment to educational excellence is reflected in our impressive student-to-teacher ratio of five-to-one. In our intimate classroom settings, typically consisting of eight to eleven students with the guidance of two dedicated teachers, we foster an environment where each child's unique learning needs take center stage.
At The Schenck School, we understand that no two students are alike, and that's why we tailor individualized learning programs to suit each child's specific requirements. Our unwavering dedication to providing personalized instruction plays a pivotal role in helping our students overcome challenges and thrive academically.
History of The School
David Schenck began teaching at The Rectory School in Pomfret, Connecticut, and in the summer at Camp Ways-Awi in Rangeley, Maine. This camp, one of the first in the U.S. to teach students with dyslexia using the Orton-Gillingham Approach, inspired Mr. Schenck to concentrate his efforts working with these students. Being dyslexic himself though never officially diagnosed, he had a keen understanding of the struggles of the dyslexic learner and started to put together a plan for a school.
In 1959, after obtaining a master’s degree in education from Emory University, David Schenck worked in a reading lab at an Atlanta school, tutoring students who were at risk of failing because of their difficulties in reading. There he realized that tutoring was not enough to give most of the students the support they needed to be successful. What they needed was a more specialized and intensive educational environment.
- Students with dyslexia have great potential in school and life.
- Academic success can be achieved through evidence-based teaching methods, including the Orton-Gillingham Approach.
- Small class size, low student-teacher ratios and multi-sensory instruction create the optimal educational setting.
- The faculty understands dyslexia, believes in their students, and is trained to meet the students' educational needs.
- Students should develop high self-esteem, become self advocates, and view themselves as competent and independent learners.
- Students are best served by an active community of parents, faculty, administrators, specialists, and trustees.
- After a short term placement at The Schenck School, students leave with a firm foundation for continued learning.