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Father Colin Program

Welcome to Notre Dame Academy and thank you for your interest in the Father Colin Program for students with learning differences. I am very excited to be a part of a Catholic school whose teaching practices create a sense of belonging. Father Colin students have the opportunity to not only attend Notre Dame Academy but to participate in all that the school has to offer.

The Father Colin Program offers a research-based, specialized learning program for students in reading, writing, math and social skills in a small group setting in order to help students with learning difficulties make progress toward their learning goals. Speech-language services are offered through a licensed speech and language pathologist for students that qualify. A reading specialist is also on staff to assist with reading instruction. Students are given an opportunity to participate in extracurricular activities alongside their peers at Notre Dame Academy. Our program offers the best of both worlds for students with learning differences while serving all members of our families under one roof.

Thank you again for your interest in Notre Dame Academy’s Father Colin Program. Please contact our admissions office for more information about our excellent program.


Ms. Elizabeth Seraydarian
Director, Father Colin Program

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Ms. Elizabeth Seraydarian
Father Colin Program Director


  • Small class sizes with student to teacher ratios of 8:1
  • Dedicated Program Director and Guidance Counselor on staff
  • Research-based specialized instruction
  • Speech Language Pathologist on staff
  • iPads and MacBooks available for use in each grade level
  • Opportunities to participate in extracurricular activities, fine arts ensembles, and athletic teams
What is an Educational Environment that embraces an Inclusive Teaching Philosophy?

A school that embraces an inclusive teaching philosophy supports and addresses the individual needs of each child. Research has demonstrated that effective models of education that embrace an inclusive teaching philosophy not only benefit students with disabilities, but also create an environment in which every student (including those who do not have disabilities) has the opportunity to flourish.

  • Mirenda (2002) found that effective instructional options for inclusive classrooms facilitate the academic and social success of students both with and without disabilities.
  • Friend (2012) found that standardized test scores in co-taught classrooms are higher for all students as compared to students enrolled in gen-ed classes.

Why is Inclusion more than a place?

“Place” is not the key issue to creating a sense of belonging. Focusing on a range of services instead of diagnoses or labels, a continuum of placement options creates the best learning environment for all. Battles (1994) suggests that the goal of inclusion is not to simply place all students in general education classrooms, but to evaluate each student on an individual basis to determine if he/she will benefit from educational services provided in the general education classroom. One placement option will not suffice for the educational needs of all students. The responsibility lies with the school and a multi-disciplinary team to evaluate the strengths and needs of each student and to place them where the student will find the greatest success.