At Summerfield Waldorf School and Farm, we value the unique capabilities of every student and teach in ways that support and honor a diversity of learning profiles. Our holistic pedagogical approach allows us to meet the needs of students with different learning profiles, who are strong auditory and logical learners and also those who learn best kinesthetically and through visual experiences. We also recognize that some students have learning needs that are beyond what the faculty and staff at SWSF have training to provide. For this reason, and with the success of each student in mind, we emphasize open conversations with families regarding learning needs early in our application process and during all periods of learning observation and assessment.

At the time of applying for admission, we ask families to share details regarding current or past Individual Education Plans (IEPs) along with any learning assessments or evaluations. In some cases, outside support services may be recommended or required, which would be a cost incurred by the student’s family.

 

 

Parental Participation

It is our experience that parents play a crucial role in students’ success, and this is especially true for students with specific learning needs. Possibilities for student success are greatly enhanced when parents value the Waldorf Education philosophy and understand the nature of our curriculum, recognize our strengths and limitations, and work alongside us to provide information or support services that may be necessary. A partnership between parents and teachers is critical to the success of students and open communication with responsiveness from both sides supports this process. We are most effective when we have a shared picture. This may include the child’s educational and behavioral history, assessments and/or outside support services such as counseling and tutorial help. 

 

Finally, we find that students at our school excel when the curriculum at school is supported by parents in the very nature of the home life that is created for them, endeavoring for: 

• rhythm and consistency at home

• lots of free unstructured time, particularly in nature

• healthy foods

• regular and adequate sleep schedules

• frequent helpful acts (chores) around the house 

 

These all contribute to a balanced, healthy child who can thrive at our school. In contrast, teachers have seen time and time again that TV, media, gaming and screens in general, along with a diet heavy in processed foods and sugar, and an overscheduled week with too many extracurricular activities and not enough sleep, impact the educational experience adversely.