Our learning support program is designed to help our neurodiverse students understand how they learn, advocate for what they need, and build the skills that will serve them now and long after high school.
Learning Specialists
who are always ready to help
Students with diagnosed learning differences are paired with dedicated Learning Specialists who help them access accommodations, develop executive functioning skills, and build self-advocacy tools that stick. Our Learning Specialists also work closely with faculty to integrate research-based strategies into the classroom, ensuring students are supported from multiple angles. They offer guidance not just for students, but also for families, with parent education sessions available throughout the year.
The Herbst Learning Center
A home base for extra support
For students looking for extra academic support, the Herbst Learning Center (HLC) offers optional, fee-based, one-on-one tutoring with expert instructors.
Tutors work directly with students and collaborate with families, teachers, and HLC staff to support specific course content, strengthen foundational skills, and build confidence through personalized strategies.
To access accommodations at Drew, a student must have a formal diagnosis and documentation that meets the following criteria:
- State the specific disability as diagnosed: The diagnosis should be made by a person with appropriate professional credentials and should relate the disability to the applicable professional standards (typically DSM-V).
- Be current: The diagnostic testing should have occurred within five years of the request for accommodations. For psychiatric diagnoses, an annual evaluation update must be within 12 months of the request for accommodations.
- Provide relevant educational, developmental and medical history.
- Describe the comprehensive testing and techniques used to arrive at the diagnosis. Include test results with subtest scores for all tests.
- Describe the functional limitations. Explain how the disability impacts the student’s daily functioning.
- Describe the requested accommodations, including the amount of extended time required, with a rationale connecting each accommodation to the functional limitation.
- Establish the professional credentials of the evaluator (license, certification).
Please note that these are the standard criteria used across many educational and testing settings to determine eligibility for accommodations. For other conditions that impact learning, but are not a Learning difference, please email the Director of Learning Support to discuss applicable documentation.
A Learning Plan contains a holistic snapshot of a student who has presented Drew School with documentation that contains a diagnosis(es) by a licensed professional, indicating a Specific Learning Disorder, ADHD, psychiatric disorder, or a chronic or temporary health or physical impairment. It also contains recommendations for accommodations for the classroom, and for academic and standardized testing. The Learning Plan also includes a summary of a student's strengths, weaknesses, and additional recommendations for supporting students’ learning based on their profile.
Preparation for the Learning Plan begins at the end of 8th grade for our incoming 9th graders. Families submit required documentation and a transition meeting is scheduled for the family and the HLC. Accommodations listed in the Learning Plan come from recommendations made in the formal documentation. Listed strengths and challenges come from documentation but are also agreed upon in the transition meeting. Learning Plans are accessible to students and teachers all school year and can be amended over time to include new information from additional documentation and student experience.
Accommodations listed in a student’s Learning Plan are based on the recommendations listed in the student’s formal documentation. All approved accommodations must be appropriate for a college-preparatory environment. Drew does not permit modifications to the curriculum.
Appropriate accommodations can include (but are not limited to):
- Preferential seating
- Use of a computer/keyboard (for written assessments and/or notetaking)
- Accommodations for physical impairments (such as low vision or hearing impairments)
- Use of text-to-speech and speech-to-text software
- Use of audiobooks
- 50% Extended time on assessments
- Option to take photo of the board
The HLC will facilitate the application for college testing accommodations through the College Board for Drew students with a learning plan. Please know that the College Board has its own criteria for granting accommodations. You can reference information on the College Board’s requirements and process on their Services for Students with Disabilities webpage. To apply to the College Board, Drew requires that a Learning Plan be in place for four months prior to application.