Day and Boarding; Grades 6-12

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About the Cervone Center for Learning

Educating bright students with learning disabilities since 1975
The Edmund V. Cervone Center for Learning was founded in 1975 by Dr. Edmund V. Cervone in reaction to his experiences with a wide range of schools. Dr. Cervone found that there were students in the most competitive independent schools who had significant learning disabilities yet were in learning environments that often denied the presence of such students. Within public schools, he found that students classified with learning disabilities were often denied access to college preparatory courses. Because of these situations, the Center for Learning was created at The Pennington School to provide a program of academic support for intellectually capable students with diagnosed learning difficulties.

Each child is unique, and the truth of this principle is evident in the ways children learn – in their varying abilities to listen, read, write, think, remember, organize, and attend. Research has shown that there is no uniform learning process shared by all students; there is as much individuality in learning styles as there is in physical attributes, athletic abilities, or artistic talents.

At The Pennington School, we understand that students’ minds are enormously varied, and we believe that effective teaching requires understanding and working with this natural diversity. Our experience confirms that all children benefit from an approach to education that takes into account their unique natures.

This perspective has evolved naturally since the School’s founding in 1838 when the goal was to create an academic environment that honored and educated the mind, body, and spirit. It is a natural outgrowth of this commitment that the School should be among the first to acknowledge the concept of learning differences and to create a program in response. The Cervone Center for Learning serves those students who have the intellectual ability to succeed in a college preparatory program of study, but have a language-based learning disability significant enough to limit their achievement in a traditional academic setting.

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