Robert McIntyre, Founder/CEO

On January 2, 2019 Congressman Lamar Smith sent a hand-written personal letter to “My Friends at Oakwood” in which he said, “you are teaching, supporting, and changing lives for the better.”

The Congressman was Chairman of the Science Committee in the U.S. House of Representatives.   Over a period of more than a year his Committee and the Dyslexia Caucus, which includes the House and the Senate, heard from experts on how research in the area of neuroscience has led to more practical ways to better diagnose and deal with dyslexia.  The law that was passed unanimously in March of 2016 is named the READ ACT.  Some members of the Caucus, including Rep. Smith and Senator Bill Cassidy (a former Oakwood parent), personally and professionally know Oakwood students, faculty, and families. 

Dr. Deborah Cohen, School Counselor

Have you ever had a case of the Sunday Night Blues? That feeling of dread and anxiety that you feel on a Sunday —starting mid-day and stretching into the evening —as the weekend is ending and you anticipate the week ahead? This is an extremely common phenomena. In fact, a monster.com poll reported that 60-76% of Americans have the Sunday Night Blues (a.k.a. The Sunday Night Scaries) on a regular basis. It appears that MOST people experience this and it can affect children as well as adults. So, if your child is spending Sunday dreading Monday, here are some ideas of how to help.

Dr. Susan Autry, Academic Supervisor

Multisensory teaching and learning are at the heart of the Oakwood philosophy. Of the multiple senses that we use to help our students learn – and learn how they learn best – vision is a crucial component. Vision is more than acuity – a person can have 20/20 eyesight and still have difficulty “seeing”.

On September 17, 2019, new members of the Oakwood School Student Council Association and the Oakwood School Color Guard were installed during a ceremony held in the gym.

Dr. Deborah Cohen, School Counselor

Over the last several months, I’ve been talking to the Middle School students about the relationship between what you think (i.e., your thoughts, cognitions) and how you feel. When you think about this idea and hear a couple of examples, it makes so much sense! However, it might not be intuitive to children or even to adults. The point I am hoping to make with our students is that what you think directly impacts how you feel and you can exercise some control over it.

Dr. Deborah Cohen, School Counselor

Mindfulness is the ancient practice of focusing one’s   attention on the present moment, breathing, and accepting one’s thoughts, feelings, and bodily sensations. Mindfulness also emphasizes practicing kindness, compassion, gratitude and self-acceptance. People around the world have been practicing mindfulness for thousands of years, particularly as part of Eastern religions. In the last 40-50 years, however, mindfulness has been introduced to the West and has been scientifically studied. We now know from a growing body of research that mindfulness techniques can help children to focus their attention, calm down from strong emotions, relax and de-stress, and feel happier and more grateful.

Dr. Susan Autry, Academic Supervisor

This summer, all the faculty at Oakwood School read the book “Mini Habits” by Stephen Guise.  Mr. Guise has developed the idea of using mini habits versus big goals to change our behaviors and increase healthy, positive habits.

Dr. Deborah Cohen, School Counselor

The school year is over, and while most students will engage in academic camps or tutoring to keep up their skills over the summer, the three months between June and September is  typically a time for a slower pace, rest and relaxation. But is it a “waste of time?” From a psychological perspective, absolutely not! Read on to learn about some of the psychological benefits of summer!

Susan Autry, Academic Supervisor

If your child has been at Oakwood for even a short time, you have heard us use the word “strategies” quite often!  Why are strategies so important to your child?

Students who have learning disabilities/dyslexia/attentional difficulties work very hard to accomplish school tasks which are based heavily on language skills (reading, writing, expressive and receptive   language, processing of language, following oral and written directions, sequencing, etc.).  However, they may not be as efficient or successful with these tasks as others whose brains are set up to more easily deal with language skills.