About LDI FAQ
No, the program has a residential component that is based in a large, community apartment complex where students live throughout the facilities.
Personal growth and development occur in direct proportion to the student’s commitment to their life. Every student attending LDI has opportunities daily to develop their adult abilities and appropriate levels of staff guidance along the way.
LDI’s academic programs are fully accredited through the North Central Association Commission on Accreditation and School Improvement (NCACASI).
The program admits students who have LD,ADHD, high functioning autism/Asperger’s syndrome, and other related disorders.
LDI serves Day High School students grades 9-12. Post secondary programs and Summer Academy ages 16-24. Adult residential students are 18-30 years old.
The core program is two years and many students opt to stay beyond while attending college, technical training, or establishing job stability.
Admissions FAQ
Individuals may apply at any time, but admissions deadlines for all programs require that all requested background information, diagnostic testing and records, an interview and tour of our campus and contractual obligations be completed at least 30 days prior to the program start date.
Program tuition is due in three installments. The first one is due upon receipt of contract. The second one is due in 30 days and the last one is due 30 days after that.
Yes, the interview/visit must be scheduled in advance.
No, we do not conduct testing on potential students during the interview. However, if you do not have access to current testing or professional reports, admission to the program may be delayed until testing has been completed.
We evaluate each potential student on an individualized basis. We do not accept students who have a history of violence and the potential applicant must be free from significant psychiatric/behavioral problems that require in-patient therapeutic type services.
In order to be considered for admission into LDI we must receive the most recent psycho-educational battery (within last 3 years), that contains both an IQ and an achievement test. Most commonly these tests would be the Woodcock-Johnson or WAIS-III Transcripts.
Academic FAQ
Individuals may apply at any time, but admissions deadlines for all programs require that all requested background information, diagnostic testing and records, an interview and tour of our campus and contractual obligations be completed at least 30 days prior to the program start date.
Program tuition is due in three installments. The first one is due upon receipt of contract. The second one is due in 30 days and the last one is due 30 days after that.
Yes, the interview/visit must be scheduled in advance.
No, we do not conduct testing on potential students during the interview. However, if you do not have access to current testing or professional reports, admission to the program may be delayed until testing has been completed.
We evaluate each potential student on an individualized basis. We do not accept students who have a history of violence and the potential applicant must be free from significant psychiatric/behavioral problems that require in-patient therapeutic type services.
In order to be considered for admission into LDI we must receive the most recent psycho-educational battery (within last 3 years), that contains both an IQ and an achievement test. Most commonly these tests would be the Woodcock-Johnson or WAIS-III Transcripts.
Advisement FAQ
The student’s advisor is the primary point of contact.
Usual once a week for an hour, or more often as needed.
At LDI we use a team approach under the guidance of the advisors, with the parents taking on a supportive role to the staff regarding their adult child’s progress in the program.
The most effective way to communicate with the advisors is via e-mail and telephone, with e-mail being the preferred and fastest to get a response method.
Advisor and student draft a Plan of Action in the beginning of each year which identifies specific goals – based on the reports received, student identified issues, and the expectations of the team – as well as process of attainment. The plan further entails measurable outcomes which serve to evaluate student progress at the end of each year.
Not in the manner of formal reports or “grades”; however, parents are kept informed of their adult child’s progress via email and conference calls (at the end of each semester).
In crisis situations, the advisor will assist the student in working through the issue. In the rare case that the advisor is unavailable, the student’s back-up advisor will be notified.