Classical Education for Students with Special Needs



Parents of children in these categories have expressed appreciation for the progress and success of their children learning from the Simply Classical Curriculum:

• Attention Deficit/Hyperactivity Disorder
• Anxiety Disorders
• Auditory Processing Disorder
• Autism Spectrum Disorder
• Cerebral Palsy
• Developmental Coordination Disorder
• Down Syndrome
• Dyscalculia, Dysgraphia
• Dyslexia
• Epilepsy
• Executive Function Disorder
• Fetal Alcohol Spectrum Disorders (FASD/FAE)
• Global Developmental Delay
• Hearing Disorders
• Intellectual Disability
• Language Disorders

• Memory Weaknesses
• Mental Illness of Childhood or Adolescence
(Depressive Disorders, Mood Disorders,
Bipolar Disorder)
• Minimally Verbal and Nonverbal
• Neurodevelopmental Disorders
• Oppositional Defiant Disorder
• Reactive Attachment Disorder
• Seizure Disorders
• Sensory Integration Disorder, Sensory
Processing Disorder
• Social Communication Disorder
• Specific Learning Disorder
• Speech Disorders
• Vision Disorders
• Visual Processing Disorder

If your child scores “Yes” in 100% of the Readiness Skills across all categories, give the assessment for the next higher level.

By taking our Readiness Assessments.

When testing by Category (i.e. Language or Fine-Motor Skills): If your student scores “Yes” and “Emerging” for approximately 80% of the total items in a single category, he is ready for that level.

When testing by Level (i.e. Level 4): If your student scores “Yes” or “Emerging” for approximately 80% in all categories for that level, you may teach the entire level for that child.

NOTE: The category of reading is one exception to these rules, from Level 1 through Levels 11-12. If the main question scores, “No,” teach the prior level in reading. For example: “Knows most uppercase/lowercase letters.” “No.” Move to the prior level to solidify these letters.

If your child scores “No” in more than 20% of the Readiness Skills across most categories, administer the skills assessment from previous levels, until you find a level for which he appears ready. When he scores “Yes” or “Emerging” in approximately 80% of the readiness skills, teach the level.

If you know that your student has gaps in his learning, needs to build confidence, or requires a significantly slower pace, feel free to begin with a lower level. You may wish to increase the pace and then advance him more quickly to the next level when possible.

If he does not yet score 80% even in Level A, begin Level A. When you order Level A, you will receive a list of “Skills to Develop” with suggested activities for each category. Incorporate these activities into your daily schedule.

If he is weak in only one category, you might consider beginning the higher level with concurrent work in his weaker areas. You can adapt for his weaker areas, even as you teach him in his areas of strength. See the assessment and modification chapters in Simply Classical: A Beautiful Education for Any Child for detailed suggestions. A consultation with a specialist might be helpful to evaluate specific concerns. For example, an occupational therapist (OT) may assist with fine-motor or sensory concerns, a physical therapist (PT) for gross-motor or coordination delays, or a speech and language pathologist (SLP) for speech and language difficulties.

If you notice especially strong skills in a given category, you can provide enrichment activities in these areas to further nurture your child’s abilities and talents. When you order your package, you will find “Skills to Develop” for each level. Emphasize the enjoyable enrichment activities for the corresponding area of your student’s strengths.


The Creator of the Simply Classical Program

With a master’s degree in special education, Cheryl holds lifetime K-12 state teaching certifications in learning disabilities and behavior disorders. Cheryl and her husband adopted boy/girl twins and homeschooled the children through high school. Both twins have autism, learning disabilities, and schizophrenia. Now young adults, their enduring love of literature, history, and Latin inspire Cheryl to share the hopeful message that a classical Christian education offers benefits to any child.

Buy Cheryl's Book


Seeking Joy and Peace

Four years ago our family of three—my husband, myself, and our daughter—was joined by twin [...]

Never Alone

David was small in stature. He had only five small stones. By any measure, David [...]

Think About Such Things

On a blessed August morning in 2012, I gave birth to our third child, Austin. [...]

Puzzles, Patterns, & Repetition: A Grammar-Based Approach to Speaking

My first-born son was a late talker. Children much younger than he were speaking in [...]

Letter from the Editor: Summer 2024

My family delights in finding older, out-of-print books on Christian education because I delight in [...]

Autism and the Classical Christian School

Eleanor Bates Moody, a student at Westminster School in Alabama, selected the topic of “Classical [...]

Abram Came Back

“I wish people would be more blunt with me,” my son said. “What do you [...]

Glimpses of Purpose

“What are we going to do about school for her?” This was among the first [...]

Read More Articles

GET the Simply Classical Journal

The Simply Classical Journal is a free publication from Memoria Press featuring the Simply Classical product line and articles from experts on a range of topics.


Register for our simply classical online courses

Check out our Simply Classical online courses with small class sizes and appropriate pacing – for students that need more time to master the material, and for students eager for classmates!