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Solly School
The Solly School is designed as a highly specialized area of education for ages 2 years old through 5th grade that provides children with exceptionalities the same opportunities as other children for a meaningful, purposeful and fulfilling life and develops the student as a skillful, free and purposeful person, able to plan and manage his or her own life and to reach his or her potential as an individual and as a member of society.
The Solly School Program is renowned for its commitment to providing a compassionate and inclusive educational environment tailored to meet the unique needs of students with special requirements. Rooted in Christian values, the program strives to create a supportive atmosphere where each student can flourish academically, socially, and spiritually.
At the heart of The Solly School Program is a personalized approach that incorporates both push-in and pull-out services as needed. This flexible model ensures that students receive individualized support within the mainstream classroom setting (push-in) or during specialized sessions (pull-out), depending on their specific needs.
The program is designed to foster a sense of community and acceptance, embracing the diversity of each student. By integrating Christian principles into the curriculum, The Solly School Program aims to instill values of compassion, empathy, and kindness, creating an environment where all students feel valued and respected.
With a team of experienced and dedicated educators, The Solly School Program emphasizes collaboration with parents, guardians, and other stakeholders to provide a comprehensive support system for students. This collaborative approach extends beyond academics to nurture the spiritual, emotional, and social growth of each individual.
The Solly School Program invites families to explore the enriching educational opportunities it offers, ensuring that students with special needs can thrive in a Christian, inclusive, and adaptive learning environment.
Program Requirements:
- Students should have a diagnosed disability that meets the criteria for an intellectual or developmental disability.
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Students should show emerging or functional age appropriate communication skills verbally or through a communication device.
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With accommodations, modifications, and support from general and special education teachers, students must be able to participate in inclusive whole-group classroom lessons.
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Students should be able to work or play independently for parts of the day without support staff (e.g., lunch, recess, PE).
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Must be toilet trained (by age 3) and manage personal hygiene/eating with minimal support.
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Behaviors must not include major risk factors (elopement, aggression toward peers or adults, excessive or inappropriate language, self-harm, etc.).
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Medical needs should not require the attention of medically trained staff.
