Children in the program are not identified as having learning disabilities but they typically are not working at grade levels and such a classification would be inappropriate. Services are provided in an inclusion model, with all children receiving the same language instruction. Communication and literacy goals are woven into the curriculum. The research clearly shows that the primary way you learn more about language is through reading and writing. Those children who have reading and writing closed off to them are not going to be able to develop.
Children continue to acquire language skill through life.
A child's ability to plan and grasp more complex thoughts continues to improve through adolescence, if not into young adulthood. Many times they indicate a dislike for writing or state there is no need for it. When students leave the academy after six weeks of instruction, exit surveys show that their attitudes toward writing have significantly changed. Improvements are evidenced in the children's perception of their own writing as well. Younger children are taught spelling skills and narrative composition, while older students learn expository writing.