Language and mathematics are learned skills and as such they are acquired easily by some students and with varying degrees of difficulty by others. Genetic, neurological, and psychological factors may all contribute to a child's readiness and ability to master the basics in the environment of a mainstream classroom.

Since the ability to read is so essential in our society, it is understandable that many remedial schools focus their programs almost entirely on remedial language skills. In so doing, many special programs fail to explore the dimensions of each student's unique talents. We agree that competent language skills are a requisite part of every child's education, and individualized remedial language training is the core of Greenwood's curriculum. But a true education provides students with more than skills. We believe the ability to reason, critique, debate, create, to enjoy a fund of general knowledge, to set personal goals and to persevere in achieving them, are essential components of personal, as well as of academic success.

If a child's reading level is used to determine the content of academic classes, the bright language-disabled student is intellectually deprived. If a student believes his scholastic progress is dependent on his weakest skill, his search for knowledge is discouraged. If he is convinced that all facets of his learning require clinical instruction and support, he is robbed of the joy of exploring his creative independence.

Through a unique curriculum, strong in creative as well as functional studies, The Greenwood School strives to reawaken the enthusiasm for learning inherent in all children. A full pre-preparatory academic program, including science, history, literature, art, music, and athletics, assures that our students are intellectually challenged, creatively inspired, and factually informed.