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 (813) 655-6505 /  EMAIL US  / 516 Corner Dr. Brandon, FL 33511 / Privacy Policy    

© 2013 by Lighthouse Center for Creative Learning. All rights reserved.

Great Questions! (Our F.A.Q.)

If you do not find the answers you are looking for on this page, please call us at (813) 655-6505 OR you may email us at Admin@Come2Lighthouse.com.


Do you offer free Speech services like some schools?

No, and there is a great reason why we do not. Most schools that offer free speech services do so through a public school or county funded program. These speech services are given in small groups, never one on one, and a small group could be as many as ten or more children. These group sessions offer very little individualized attention, and if you ask most Speech Therapists, they will tell you that the best way to corrrect articulation issues, or develop better expressive or receptive language abilities, is in one to one sessions. LCCL DOES facilitate one to one sessions by aggressively helping the parent get insurance coverage for these sessions. We also provide the names and numbers of several clinics in the area. Children's Choice for Therapy, in Tampa, has been a LCCL provider for years, and they are excellent. 


Can a Therapist I know work with my child?

Yes! Any credentialed Therapist with a current, level 2 background check can work with a child in our program. If the Therapist is new to our program, we require an initial meeting with them. If your child has bonded with a particular Therapist, it is important for that relationship to continue.


How do you handle difficult behavior?

At LCCL, we understand that most, if not all, behavior is linked to a "function" or a need that the child has. For example, many of the behaviors we see in school could be categorized as attention seeking, escaping from a demand, or seeking control. In each of these instances, we work hard as a team to understand what the underlying function of the behavior may be, and then we seek to shape the behavior. Our staff is trained to collect ABC data (Antecendent, behavior, consequence) on each behavioral concern. This data is then shared with our behavior team during our bi-monthly meetings. In these meetings we develop behavior plans to support the student, and we may even recommend outside support. Our goal is to make sure the expections we place upon a student are appropriate and that our team is properly supporting the child through positive reinforcement plans. Once a plan is developed, the parents are called for a conference. 


Do you give a lot of homework?


Our teachers are trained to give homework that is linked to a specific purpose. For example, a spelling list may be sent home to study each night before a weekly test. However, busy work is not given, and time needed to compelte homework should be minimal. There is no solid research proving that hours of homework create academic gains. In fact, most students are less focused at the end of the day and have trouble attending to pages of homework, especially those with ADHD. Over the years, we have seen homework cause students stress, intrude upon family time, create family conflict (parents yelling at children to complete the work), and lower student grades. Overwhelming homework damages the student's love for learning. We want our students to work very hard during the school day and enjoy their evenings with family, friends or by engaing in sports activities. 


Will my child be ready to transition from your school?

This is a difficult question to answer because it depends on the needs and diagnosis of the child, and where you are wanting to transition. Sometimes, parents see our program as a place to "fix" their child's learning problems. While it is true that we have experience in helping students with learning disabilities, often it is the educational approach and the views of the adults surrounding the child that need to be altered, not the child. For example, a child diagnosed with ADHD may need a smaller classroom with many positive supports in place to be successful. They may also need ABA or medication prescribed by a doctor, but they may never be ready to transition to a regular public or private school with large classrooms and many distractions. This does not mean that something is wrong with the child, or that they are not capable, it simply means that the regular approach to education does not work for them. Our philosophy is that the "normal" approach to educating children is antiquated and incompatible for children with special needs. Our educational philosophy aligns closely with Howard Gardner. Watch the video below to learn more.