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Intellectual Characteristics
Hamlin Robinson School seeks to enroll
students with dyslexia or related language difficulties within
the average to above average range of intelligence. Consideration
will be given to a student with lower test scores if other
evidence clearly indicates that the student has the capacity
to make steady, long-term progress in Hamlin Robinson School's
academic skills curriculum.
HRS will decline to accept or retain students who display
needs which will not be met by the school's methodology, or
who possess limitations that make steady academic progress
within Hamlin Robinson School's program unlikely.
Student Motivation
Remediation of skill and process deficits
caused by learning differences requires a high level of engagement
and a commitment to hard work of the student. Success at HRS
is only possible when a student takes responsibility for his
or her own learning, commits to participating in the program,
is cooperative, and puts forth the intensive effort needed
to make progress at HRS. Candidates not willing to demonstrate
a commitment to the program will not be enrolled or re-enrolled.
Behavioral Characteristics
Hamlin Robinson School does accept
students whose past school experience has included behavior
problems that were a result of academic failure and frustration,
or by the social failure that often accompanies academic distress.
However, the school does not enroll students with persistent
or severe behavior difficulties stemming primarily from neurological,
psychological, or emotional problems. The combined judgment
of the teachers and administrators is the deciding factor
in determining a candidate's behavioral appropriateness. A
student must be able to make progress within the Hamlin Robinson
School Behavior Code outlined in the Parent Handbook, and
to function in a manner that does not excessively disrupt
the learning of other students, the student's own progress,
or the teacher's ability to teach.
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