SUPPORTING AREAS OF CHALLENGE @ LANG
At The Lang School, we believe that every learner deserves a program designed not just to accommodate their challenges, but to unlock their potential. Our supports are not add-ons or pull-outs—they are fully integrated into the fabric of the school day through collaboration between teachers, therapists, and specialists. Whether a student struggles with language, attention, regulation, processing, or executive function, we meet them with research-based interventions, strength-centered teaching, and a culture that normalizes difference rather than pathologizes it.
The items below represent just some of the learning profiles we serve. For each, our goal is the same: to remove barriers without lowering the ceiling—to remediate skill gaps while elevating curiosity, intellect, and independence.
At The Lang School, we understand that dyscalculia — a learning difference affecting how students understand numbers, math concepts, and problem-solving — can be just as impactful on a student’s confidence and academic success as dyslexia is for reading. Many bright and creative learners with dyscalculia have exceptional strengths in other areas, but can feel frustrated or anxious when faced with math-related tasks.
Our approach is designed to help students access math confidently and meaningfully. We use multisensory, evidence-based math instruction that blends visual models, concrete materials, and real-world applications to make concepts tangible. Lessons are paced to meet each student’s needs, with opportunities for guided practice, skill rehearsal, and strategic scaffolding. We also integrate assistive technology, such as digital manipulatives and math-support software, to remove unnecessary barriers while building core skills.
Equally important, we address the emotional side of math learning. Through small-group and one-on-one support, we help students develop math resilience, reframe their self-talk, and celebrate incremental progress. Our goal is not only to close skill gaps but to foster a sense of mathematical curiosity and self-efficacy that can last a lifetime.
At The Lang School, we understand that some students may have a hard time organizing and expressing their thoughts clearly, even though they understand language well. Others might struggle with the social side of communication—like reading body language, taking turns in conversation, or understanding unwritten social rules. These challenges can sometimes make it tough for students to share what they know or connect with their peers, even if they have strong thinking and reasoning skills.
Our approach is to support these students with personalized help that builds their expressive language and social communication skills while keeping them engaged in meaningful, interesting learning. Speech-language therapists work closely with teachers to embed language goals right into classroom activities—whether it’s preparing for an oral presentation, practicing conversation skills, or using visual organizers to plan writing.
We also focus on helping students plan what they want to say, rehearse conversations through role-play, and use supports like sentence starters and turn-taking cues so they can participate confidently in discussions. We celebrate every step forward, whether it’s sharing a new idea, asking a question, or successfully navigating a social situation.
By combining targeted speech therapy, executive function coaching, social skills practice, and strong family and team collaboration, we help students gain the skills and confidence to express themselves clearly and connect socially—setting them up for success both in school and beyond.
At The Lang School, we recognize that students with Non-Verbal Learning Disabilities (NVLD) bring exceptional verbal reasoning, vocabulary, and memory skills, but may experience challenges in areas such as visual-spatial reasoning, math concepts, executive functioning, and interpreting social cues. These strengths and needs can create an uneven learning profile—one where high verbal ability can mask underlying difficulties, and where misunderstandings in social or unstructured situations can lead to frustration or anxiety.
Our program builds on each student’s verbal gifts while directly and explicitly addressing their areas of challenge. We translate visual-spatial tasks into clear, step-by-step verbal instructions, pair math learning with concrete examples and manipulatives, and embed social-pragmatic coaching into daily routines. Classrooms are structured and predictable, with visual schedules, clear expectations, and advance notice of changes to create a sense of safety and reduce stress.
Social-emotional growth is nurtured through direct instruction in interpreting nonverbal cues, practicing collaborative skills, and engaging in structured group work. Students are also given opportunities to demonstrate their learning through oral presentations, debates, and writing projects—allowing them to shine in areas of strength while making progress in targeted skill areas.
This combination of strength-based engagement, explicit instruction, and team collaboration empowers students with NVLD to grow academically, socially, and emotionally while maintaining confidence and curiosity.
At The Lang School, students with language-based learning disabilities—such as dyslexia, dysgraphia, and related challenges—receive the tools, teaching, and encouragement they need to thrive. Our approach blends evidence-based instruction with a deep respect for each student’s intellectual potential, ensuring that skill-building happens without sacrificing rigor or curiosity.
We start with targeted, research-backed interventions like Orton-Gillingham, Wilson, and Fundations. These programs are delivered in small groups or one-on-one so that decoding, spelling, and comprehension skills can grow steadily and confidently. For students with dysgraphia or other writing challenges, we break writing into clear, scaffolded steps and use supports like graphic organizers, sentence starters, and speech-to-text tools—ensuring students can express their ideas as fully as they think them.
We also design learning experiences around each child’s strengths. Many students with LBLDs excel in oral storytelling, creative problem-solving, or big-picture thinking, and we build on these abilities through project-based learning, multimedia presentations, and flexible pacing. This way, students work toward their literacy goals while still engaging with complex, age-appropriate material.
Social-emotional learning is woven into the day. We normalize every student’s learning profile, helping them see their strengths alongside their areas for growth. Students learn self-advocacy skills, emotional regulation, and resilience—crucial for navigating the frustration that can sometimes accompany language-based challenges.
Collaboration is central to our model. Speech-language pathologists, occupational therapists, psychologists, and learning specialists partner with teachers to integrate supports directly into classroom life. Families are part of the process, too—meeting regularly with educators to track progress, celebrate milestones, and adjust plans as needed.
Our ultimate goal is twofold: to remediate skill deficits effectively and to ensure every student can access and enjoy the full richness of our curriculum. We want them to leave Lang confident, independent, and equipped to tackle whatever comes next.
Students with ADD/ADHD may find it challenging to manage attention, impulse control, organization, and time, as well as the ebb and flow of emotions throughout the school day. They often have tremendous creativity, curiosity, and the ability to hyperfocus on topics they love—but these strengths can be hidden when inconsistent performance leaves them feeling frustrated or misunderstood. At The Lang School, we see these students for who they are: bright, capable learners who thrive when given the right balance of support, structure, and autonomy.
Our approach integrates executive function coaching, self-regulation strategies, and engaging instruction directly into the school day. Students receive explicit guidance in skills like planning, prioritizing, and self-monitoring, while also learning to break down large assignments into smaller, achievable steps. Predictable classroom routines help reduce cognitive load and free up mental space for meaningful learning. At the same time, instruction is tailored to be active, multisensory, and connected to students’ interests—so they remain engaged and motivated.
We know that attention and self-regulation aren’t just academic concerns; they affect how students feel, interact, and see themselves as learners. That’s why mindfulness, movement breaks, and sensory supports are built into the day. When challenges arise, students have access to safe, quiet spaces and receive in-the-moment coaching from teachers and psychologists, helping them recognize and manage emotions without derailing their learning.
By tapping into strengths—whether through creative projects, hands-on exploration, or technology—students build confidence and discover multiple pathways to success. Our team works closely with families to ensure strategies carry over into home life, creating consistency and momentum. Teachers, psychologists, and occupational therapists collaborate to provide a cohesive support network that addresses each student’s unique profile.
At Lang, executive function, attention, and self-regulation aren’t treated as “extras”—they’re part of the foundation. This whole-child approach equips students with practical tools to navigate challenges, take ownership of their learning, and ultimately thrive academically, socially, and emotionally.
Executive functioning is the mental “air traffic control system” that helps students plan, organize, manage time, regulate emotions, and monitor their own work. When this system isn’t running smoothly, even bright and capable learners can struggle with getting started on tasks, deciding what to do first, sustaining attention, or completing multi-step projects. These students might feel overwhelmed by big assignments, produce inconsistent work, or underperform despite strong intellectual potential. At The Lang School, we recognize that these challenges aren’t a reflection of ability—and that executive functioning is a skill set that can be taught, practiced, and mastered.
Rather than treating EF as an add-on, we weave it into the fabric of daily learning. Students receive direct instruction in skills like breaking down tasks, using visual schedules, and setting realistic goals. They work closely with EF coaches or learning specialists to personalize strategies, track progress, and build independence over time. Classroom routines are predictable and clearly communicated, so students know what to expect and can focus their energy on learning instead of managing uncertainty.
Assignments are carefully scaffolded, with larger projects broken into smaller, manageable parts and supported by clear deadlines and regular check-ins. Teachers model strategies like prioritizing tasks or annotating rubrics, then guide students toward applying these tools on their own. Technology—from digital planners to reminders and organizational apps—helps make these strategies stick, providing real-time support for time management and task completion.
Because executive functioning is deeply connected to emotional regulation, mindfulness and self-awareness practices are part of the day. Students learn to pause, breathe, and reframe challenges, developing resilience alongside practical skills. Quiet spaces are available for moments when students need to step away, reset, and return ready to engage.
Our approach is collaborative, involving teachers, psychologists, occupational therapists, and families in a shared plan for growth. This consistency across school and home helps students apply strategies in multiple settings, reinforcing progress. Over time, students learn to manage their time, organize their work, advocate for their needs, and approach challenges with confidence—unlocking their full potential both inside and outside the classroom.
Students with Autism Spectrum Disorder (ASD, Level 1) often have exceptional talents, unique perspectives, and strong intellectual or creative abilities. At the same time, they may face challenges with social communication, sensory regulation, executive functioning, and flexible thinking. In traditional school environments, these needs can go unmet, leading to anxiety, overwhelm, or difficulty navigating peer interactions. At The Lang School, we see these students’ strengths as the foundation for growth, and we build a program around both nurturing their passions and supporting their areas of challenge.
Social-pragmatic skill building is woven into each school day. Our speech-language pathologists and teachers work together to explicitly teach conversation skills, perspective-taking, and reading nonverbal cues. Students rehearse social scenarios through role-play and guided practice before trying them out in natural contexts. Group activities are thoughtfully structured so students can build confidence, practice collaboration, and learn to problem-solve with peers.
Predictability is another key ingredient. Clear routines, visual schedules, and advance preparation for changes help students feel secure and ready to learn. For sensory needs, quiet spaces and movement breaks provide opportunities for regulation, allowing students to rejoin the classroom focused and engaged. Teachers also model and guide flexible thinking, helping students adapt to new situations and see multiple solutions to challenges.
Executive functioning skills—such as planning, organization, and emotional regulation—are explicitly taught and practiced. Assignments are broken into manageable steps with visual supports, deadlines, and teacher check-ins. Mindfulness and coping strategies, such as breathing exercises and self-monitoring tools, help students manage moments of stress or sensory overwhelm. Special interests are celebrated and integrated into learning through programs like KidWorks and IndieStudies, turning passions into vehicles for academic growth and social connection.
Our team approach ensures every student has consistent, coordinated support. Teachers, therapists, and learning specialists meet regularly to align strategies, while parents are partners in reinforcing skills at home. With the right combination of structure, empathy, and challenge, students with ASD at The Lang School develop stronger social connections, greater self-regulation, and the confidence to fully participate in rigorous academics—preparing them to thrive both in school and in the wider world.
Students with AuDHD — those who have both Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) — often bring exceptional creativity, deep passions, and unique perspectives to the classroom. At the same time, they can face a combination of challenges in social communication, flexible thinking, attention regulation, organization, and sensory processing. These overlapping needs can make traditional school environments overwhelming or unaccommodating, but at The Lang School, we see them as a roadmap for building an individualized program that nurtures both strengths and growth areas.
Our approach starts with creating a safe, predictable environment where students can learn the skills to connect with others and manage their emotions. Teachers and speech-language pathologists work together to provide explicit instruction in conversation skills, perspective-taking, and navigating group dynamics. Students rehearse social situations through role-play and receive real-time coaching during peer interactions. Mindfulness, grounding exercises, and coping strategies are built into the day, giving students tools to manage frustration, sensory overload, or impulsive responses.
Executive functioning and attention skills are supported through personalized coaching, visual schedules, and step-by-step task breakdowns. Assignments are chunked into manageable pieces, and teachers check in frequently to help students stay engaged and avoid feeling overwhelmed. Visual and digital tools—such as timers, checklists, and digital planners—help with organization and task initiation. Sensory-friendly spaces, flexible seating, and movement breaks allow students to self-regulate and return to learning with focus and confidence.
We place a strong emphasis on channeling each student’s passions into meaningful learning experiences. Through programs like KidWorks and IndieStudies, students transform their special interests—whether in robotics, art, environmental science, or beyond—into deep academic and creative projects. These pursuits not only strengthen academic skills but also serve as a bridge for social connection and collaboration with peers.
Behind the scenes, a coordinated team of teachers, therapists, and specialists meets regularly to ensure every support strategy is aligned across academic, social, and sensory needs. Parents are active partners, receiving guidance on how to reinforce skills at home. By blending structure with flexibility, and challenge with encouragement, The Lang School helps students with AuDHD grow into confident, self-aware learners who can connect with others, manage their energy, and engage deeply with the world around them.
Students with Autism Spectrum Disorder (ASD) and Persistent Drive for Autonomy (PDA) often have a strong need for autonomy, an aversion to perceived demands, and a heightened sense of anxiety when they feel pressured. While they may appear sociable, these students can struggle with emotional regulation, flexibility, and consistent engagement—especially in environments that rely on direct commands or rigid expectations. At The Lang School, we recognize that these behaviors stem from anxiety rather than defiance, and we respond with approaches that respect each student’s need for control while gently supporting growth.
Our classrooms for students with PDA are designed to reduce unnecessary demands and increase choice, giving students a sense of ownership over their learning. Teachers use indirect language, present options instead of commands, and build lessons around students’ interests to lower resistance and encourage engagement. Routines are predictable yet flexible, allowing space for adjustments when anxiety or overwhelm sets in. Quiet, low-stimulation areas are available for students to regulate and reset before returning to the group.
Building trust is at the heart of our approach. Staff invest in relationships first, prioritizing emotional attunement and co-regulation over compliance-based strategies. Social-emotional learning is embedded throughout the day, with targeted support for flexibility, perspective-taking, and coping skills. These skills are practiced in a supportive, low-pressure way, so students can build confidence in managing both expected and unexpected challenges.
Academic work is carefully scaffolded to reduce overwhelm. Students have a say in the order, pace, and format of their work—whether through hands-on projects, oral presentations, or creative media. Tasks are broken into manageable steps, with regular breaks and opportunities to pause when needed. By aligning learning with personal interests, we tap into intrinsic motivation and reduce avoidance behaviors, while celebrating perseverance and small victories to build resilience.
Behind the scenes, our interdisciplinary team—including teachers, therapists, and psychologists—works closely with families to maintain consistent strategies across home and school. We provide parent coaching to help extend demand-sensitive approaches beyond the classroom, ensuring that students feel understood and supported in every setting. This combination of autonomy, trust, and collaboration empowers students with PDA to regulate more effectively, connect more deeply, and participate more fully in both academic and social life.
Students with anxiety may appear bright and capable yet often carry an invisible weight that impacts their learning and well-being. They might set impossibly high standards for themselves, avoid challenging tasks, or withdraw when faced with uncertainty. Transitions, assessments, and social situations can trigger intense stress responses, making it harder for them to access their full potential. For twice-exceptional learners, anxiety can magnify other challenges such as ADHD, dyslexia, or ASD, interfering with focus, memory, and participation.
At The Lang School, we take a proactive, compassionate, and individualized approach to anxiety. Our classrooms are structured but not rigid, giving students a sense of safety through predictable routines and clear expectations. We prepare students for change with gentle previews and gradual exposure, reducing avoidance and helping them build confidence. Quiet spaces are available for moments when emotions become overwhelming, allowing students to self-regulate before returning to learning.
Support is woven into the fabric of the school day. Teachers and counselors provide real-time coaching based on cognitive-behavioral strategies, helping students reframe anxious thoughts and problem-solve in the moment. Mindfulness and relaxation exercises are integrated into lessons, teaching students to use breathing, grounding, and visualization techniques when stress spikes. Emotional literacy is nurtured through conversations and group work, helping students name and express what they’re feeling in healthy, constructive ways.
Academically, tasks are broken down into manageable steps to prevent overwhelm, and students have flexible options for demonstrating their knowledge—such as projects or oral presentations—when traditional testing heightens anxiety. We lean into students’ strengths and interests to boost motivation and give them a sense of mastery. Small wins are celebrated to reinforce resilience, while meaningful peer connections offer belonging and support.
Our interdisciplinary team—including teachers, psychologists, and learning specialists—works closely with families to ensure consistency between home and school. Parents receive practical strategies for reinforcing coping skills and managing school-related anxiety at home. Through this combination of emotional safety, targeted skill-building, and strength-based engagement, we help students not just manage anxiety, but grow into confident, capable learners ready to embrace new challenges.
Students with a history of prior school refusal often face a mix of emotional, social, and academic challenges that make returning to school difficult. Their avoidance might stem from anxiety, past negative experiences, sensory overwhelm, or unmet learning needs, leading to disrupted routines, weakened social connections, and gaps in academic progress. At The Lang School, we approach these challenges with trauma-informed care that’s flexible and personalized, aiming to restore trust, build confidence, and gradually reintegrate students into the school community at a pace that feels safe and manageable.
We create safe, supportive, and predictable environments where clear routines help reduce uncertainty and ease anxiety. Calming, low-stimulation spaces are available for students to regulate their emotions before rejoining class activities. Our gradual exposure approach gently reintroduces students to school life step-by-step, allowing them to build tolerance for attendance and participation without feeling overwhelmed.
Emotional and social supports are central to our approach. Staff work closely to develop trusting, empathetic relationships that help students feel a genuine sense of belonging. Students have access to counseling and social-emotional learning groups to address underlying anxiety or regulation challenges. Regular check-ins with both students and families enable collaborative problem-solving and the creation of personalized plans that reflect each student’s unique needs and barriers.
Academically, we offer flexibility through individualized scheduling, including partial days or hybrid learning models, so students can return at a comfortable pace. Assignments are broken down into smaller, manageable steps to reduce stress, and students may demonstrate their knowledge through alternative methods such as oral reports or creative projects. By tapping into each student’s interests and celebrating small victories, we foster motivation, resilience, and positive self-esteem, while supported peer interactions help reduce feelings of isolation.
Our interdisciplinary teams—including educators, counselors, families, and external providers—work in close coordination to ensure consistent support and clear communication. Parents receive guidance on reinforcing attendance and coping strategies at home, and ongoing monitoring allows us to adjust plans responsively. Through this comprehensive, compassionate approach, students with prior school refusal regain confidence and connection, unlocking their potential for academic success and social engagement.
