Authentic partnerships forged between students and teachers and between teachers and families ensure a level of trust that fosters accountability and yields achievement.
Students at DVFriends are not defined by their learning differences. Instead, our teaching styles are defined by our students. Successful delivery of highly individualized teaching requires a trusting relationship between students and teachers. Our students come to understand that our teachers genuinely care about them and see the best in each and every one of them. That confidence inspires the students to see their potential, not just their struggles. That change in mindset can be transformational.
Our expert teachers integrate the best research-based approaches into their classrooms, meeting students where they are. Leaders in their fields, our faculty sometimes pioneer teaching techniques that become best practices nationwide.
Delivering expertise across the curriculum
At most schools, reading, writing, and other language remediation is typically delivered in a pull-out situation - where students are taken out of regularly scheduled classes for an occasional period working with a learning specialist. At DVFriends, these skills are taught by every faculty member across the entire curriculum, providing students with the opportunity to apply and adapt their learning strategies to every subject with the support of a trained LD teacher in each class.
“Other private schools have one learning specialist, whereas every teacher at DVFriends is a learning specialist." - DVFriends Parent
"We chose DVFriends because our child needs highly trained O-G teachers who understand the learning needs of a child with dyslexia and would prepare our bright child for college." - DVFriends Parent
"Every student feels important and is encouraged here." - DVFriends Parent
Delaware Valley Friends School welcomes students in grades 1 - 12 with learning differences, particularly in reading (dyslexia), writing (dysgraphia), math (dyscalculia), memory (long-term and working), processing speed, ADHD and executive functioning challenges.
The School shall not discriminate on the basis of race, religion, color, national or ethnic origin, gender, sexual orientation, sexual identity, age, disability or marital status in the administration of its educational policies, admissions policies, scholarship and loan programs, athletic and other school-administered programs, or in hiring, use of volunteers or board membership.