The Stephen Gaynor School's instructional approach to remediating students is both multisensory and interdisciplinary. Language and occupational therapists, as well as math and reading specialists, collaborate with head teachers to support instruction in each classroom. Methodologies employing multisensory teaching are essential cornerstones of our educational structure. Remediation of skills is based on structured and sequential instruction.

We have developed a model of instruction that is one of both specialization and integration.  Within this framework, head teachers, language clinicians, occupational therapists, reading and math specialists and teachers in other content areas work as a team to facilitate students' progress.  Wherever necessary, specialists and clinicians work with students on a one to one basis, in dyads, in small groups and in the classroom, using multi-sensory and direct instruction methods.  While we are committed to an individualized remedial model as a critical component of our approach, group processes are equally emphasized.

Each classroom has approximately ten children with one head teacher and one assistant teacher.  Specialists and clinicians participate in each classroom as well as pull out individual students for remediation. This instructional model of both individualization and integration provides each child maximum support.  Teachers tailor skill learning and content to each child's needs. The skills that are necessary to bridge the gap between performance and intellect are developed while age-appropriate content builds background knowledge and challenges the thought process.  Classroom teachers create interdisciplinary curriculums that build a comprehensive knowledge base of all essential content areas.  Rather than requiring each child to meet curriculum requirements, the curriculum meets the child.