Being the adopted parents (grandparents) of Nick who is a (13) year old with dyslexia, presented a new approach to child rearing and raised the question "How may we best help our child succeed academically?"

Nick spent (6) educational years in a Public School (K-5) where after the first (6) months he was placed in a mildly mentally retarded classroom. At the end of (6) years in the Public School Nick was reading at a (.8) grade level. During October 2001, Nick was tested for dyslexia and began his tutoring lessons in the Orton-Gillingham approach for dyslexia.

August 2002 - The Hutson School opened its doors in Indianapolis. This school was named after the only Orton-Gillingham Fellows in the State of Indiana and was instituted by (3) Mothers, whose children had dyslexia. Some of these Mothers had been trained by Mrs. Phyllis Hutson in the Orton-Gillingham approach to dyslexia and it was their desire to help other children with dyslexia to read.

Nick spent the next year at The Hutson School in Indianapolis and while enrolled in the (6th) grade, third trimester, we began to notice some improvement in his academics. We found out that Nick was very good in Art, that he liked Science projects, and the interaction with other children who also had dyslexia. Nick continued to progress at The Hutson School where the Staff at Hutson worked untiringly and always encouraged him to do his best. At the end of his first year, we were very proud of the academic progress Nick had made at The Hutson School. The extended school year tutoring which The Hutson School Staff provided enabled Nick to maintain the progress he had made during the school year.

August 2003 - was Nick's (2nd) year at The Hutson School (7th) grade and the instructions provided by The Hutson Staff were noted as his progress greatly improved in all academic areas of education, social skills, and interaction with his peers. His reading at the end of the second trimester was (3.0.)

Academic progress for any child is ongoing at The Hutson School. The dyslexia child requires more that what other children need to academically progress and we found the verbal communication along with preferred styles of participation, social skills, and an approach to learning at The Hutson School. Instructional materials that meet the needs of the child, while classroom transformation and size provides the correct environment for the child with dyslexia are found at The Hutson School.

The competency of the teachers (certified or in-training) in the Orton-Gillingham approach to dyslexia, policies, professional development to train teachers who can effectively instruct a dyslexic child, the methods to hold high standards for all students to achieve the goal of reading, writing, and comprehension for academic progress, and the involvement of parents in a child's future is an approach that can transform a dyslexia child and can be received at The Hutson School.

The Hutson Staff will "Not Leave Your Child Behind," as they can successfully meet the child's needs in a dyslexic world by competent teaching of "what they know that a child with dyslexia can learn in order to read, write, and comprehend.”

The patience that is required to help a child with dyslexia attain the academic goals is given by the Staff at The Hutson School. May The Hutson School continue to succeed and upgrade their classes through the (12th) grade.