The Wolf School

“How lucky we were to know that our son had not just an option, but a fantastic option to be treated as the special boy he is — not a diagnosis or a label, but a bright capable child.” — Wolf School Parent

The Wolf School Students

Students at Wolf face a particular cluster of learning challenges. These students have good academic and intellectual potential, but experience enormous difficulty progressing in a traditional classroom due to a learning profile that includes language processing and production challenges, problems with sensory regulation, and ineffective social communication. While students have various diagnoses and abilities, these three obstacles to learning are prominent.

Hear from our parents

Every child is a learner

We understand children with learning differences. Although bright and inquisitive, they often struggle in traditional elementary schools. Prior to attending The Wolf School, many of our children failed both academically and socially in a variety of educational settings. Our unique learning environment provides students with the support and expertise necessary to acquire academic and social skills previously viewed as unobtainable. As our children become better prepared to meet the challenges they face throughout the day, we believe they will be ready to face the challenges they meet throughout their lives.

Features

Graduates

See our 2010 graduates talk about their Wolf School experience:

Parents

Watch Wolf parents discuss the decision to send their children to our school:

Donors
General Information
  • The Wolf School Brochure Download PDF
  • The Wolf School Fact Sheet Download PDF
  • Common Characteristics of The Wolf School Children Download PDF
  • The Wolf School Immersion Model Download PDF
  • Perspectives on Language and Literacy, "The Immersion Model", Article by Jessica Robins Miller Download PDF
  • 2012 Award for Leadership and Innovation Press Release Download PDF
  • Save the Date!! The Wolf School’s 10th Annual Cocktail Party and Reception on April 25, 2012 Download PDF