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The Learning Paradigm was founded on the principles of ensuring appropriate and accurate child development programs in our community. As advocates for those with developmental disorders, we greatly understand the impact that disabilities can have on the lives of an individual and their family. With our programs and resources, we hope to redefine society's perspective so that there is an understanding that children with disabilities are not different, but may have a different way of learning, coping, and dealing with issues. They need the support of empathetic individuals who want them to be successful and gain functional living skills just as their peers. 

MISSION: To nurture the skills and capacity of children with different abilities.
VISION: To create a community where ability precedes disability.

We also understand the importance for the children we serve to grow to be self sufficient and the benefits of social-emotional skills to assist in their development of learning independence. These goals cannot be achieved without educators, volunteers, supporters, and partners that understand how imperative having a positive outlook on life can be for children with special needs. For this reason, our advocates are the voices to bring awareness and understanding to address these concerns with hope that we can make a difference in the lives of the children and families that we serve.

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Social-emotional learning (SEL) has garnered significant attention in recent years, with the advancement of research on the specific skills that SEL entails and initiatives to move beyond only addressing social-emotional deficits through targeted intervention toward incorporating broadly targeted SEL programs into afterschool and school settings. The Collaborative for Academic, Social, and Emotional Learning (CASEL) has established a commonly accepted set of social-emotional core competencies and approaches for supporting SEL in classrooms, schools, and homes or communities. CASEL’s Core Competencies model is depicted below (2017).


However, in spite of the increased focus on generalized SEL implementation in school and out-of-school settings, children with different abilities may still require additional and unique support services to address their social-emotional needs.

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