Teaching Methods

Each student with dyslexia is unique. Each shows a different combination and severity of problems. Our programs are designed to support and strengthen the innate talent and ability of each individual student. At the same time, our programs offer instruction in academic content areas, which enhances the growth and development of the basic skills that students need to thrive in a traditional educational setting.

Increasing dollars are being spent to research the physiological aspect of dyslexia in the hope of finding better ways of dealing with this learning difference. Hindman Settlement School uses the Orton-Gillingham method, a proven method that employs a multi-sensory approach in the teaching of language. Multi-sensory learning techniques require the simultaneous use of four learning senses: visual, auditory, tactile (touch) and kinesthetic (muscle movement).

Each phonetic unit in spoken or graphic form is presented and learned through hearing, speaking, seeing, touching and writing. These skills are learned and practiced together in coordination with each other. Auditory, visual and kinesthetic patterns reinforce each other for optimum learning. They also provide flexibility for accommodating individual learning differences.

The Settlement School uses a modified version of the DPSL (dePaul Structured Linguistics) textbook materials called Sequential English Education (SEE). These materials are also used at the Shelton School in Dallas, Texas, which educates students with dyslexia.

In 2009, the Settlement School made a few changes to the curriculum by introducing The Barton Reading & Spelling System. The Barton System is one of 10 well-known reading and spelling systems that use the Orton-Gillingham approach. The Barton System, which is split into 10 levels, seems to work better with some students. All Orton-Gilligham approaches are structured, sequential and multi-sensory. The Settlement School has purchased a site license for levels 1-3 and we are working to acquire a site license for all 10 levels.

For the person with dyslexia, the emphasis on systematic development of a skill has proven essential to both early success and lasting results. Such techniques concentrate on the process of learning and allow the student to use his/her strengths to achieve success and maintain motivation. Dyslexic students who do not receive specialized assistance often lag behind and eventually join the ranks of school dropouts.

Fortunately, we have many examples of students who have participated in our program who have succeeded both academically and professionally.