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Admissions Process

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Admissions Process

Welcome and thank you for looking at the Trident Academy website. We know this is a major step for a family and we’re here to help! For many families, even the word, dyslexia, is new, as is discovering your child’s academic and social needs.

Trident Academy is one of 15 schools accredited by the Academy of Orton-Gillingham Practitioners and Educators. Our dedicated and highly trained teachers can help your child become an independent and confident learner.

Who is a “Trident” student?

Trident Academy students are those with unrealized academic potential who have been identified with dyslexia or related language difficulties (problems with acquisition of reading and/or written language) as their primary learning challenge.

What is the Admissions process?

Inquire / Explore

Request information or a call from the admissions office to discuss your child’s needs. Request Further Information
Schedule a parent tour with the admissions office. (843.884.3494)
Have a current psychological-evaluation for your child.

Apply

If Trident is the proper school for your child, complete the application. submit an application
Once an application is submitted, Trident Academy will schedule your child for a 2-day shadow visit.
Once the tour, interview, application and student shadow steps are completed, our Admissions Committee will review all admissions materials and make a decision. The Admissions Office will inform you promptly of the Committee’s decision.

Trident Academy admits students of any race, color, gender, and national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, gender, or national and ethnic origin in administration of its educational policies, admissions policies, scholarship and financial assistance programs, and athletic and other school administered programs.

Fact #6

“ADHD is a disorder that includes difficulty staying focused and paying attention, controlling behavior and hyperactivity. A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging. – Learning Disability Association of America”

Fact #5

“Dyscalculia is a specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting. – Learning Disability Association of America”

Fact #4

“Dysgraphia is a specific learning disability that affects a person’s handwriting ability and fine motor skills. A person with this specific learning disability may have problems including illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time. – Learning Disability Association of America”

Fact #3

“Individuals with dyslexia are those who, despite traditional classroom teaching, have failed to master the basic elements of the language system of their culture. Since language is the necessary tool upon which subsequent academic learning is based, such persons often encounter difficulty in all educational endeavors. – from the Academy of Orton-Gillingham Practicioners and Educators”

Fact #2

“The word dyslexia is derived from the Greek, dys, difficulty with, and lex (from legein, to speak), having to do with words. Words in their many forms are encountered in listening, speaking, reading, spelling, writing, in mathematics, and in organizing, understanding, and expressing thought. Based on information from neuroscientific and linguistic research, the definition can be summarized as difficulty in the use and processing of arbitrary linguistic/symbolic codes. This is an aspect of a language continuum which includes spoken language, written language, and language comprehension. – Definition from the Academy of Orton-Gillingham Practicioners and Educators”

Fact #1

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. – from the International Dyslexia Association”