Latin's Learning Resources provides a multi-modal approach in addressing student learning differences. Through coordinating all support systems for students including teachers, counselors, parents and outside referrals, Learning Resources works to:
- remediate learning issues and teach students learning strategies.
- monitor the organizational skills of children with learning differences and/or Attention Deficit Disorder and to act as their advocate.
Learning Resources allows these students to learn effectively and successfully in a regular classroom while meeting the requirements of the curriculum at Charlotte Latin.
The Learning Resources Program also provides:
- Teaching services for Charlotte Latin students with learning differences.
- Screening services for students referred by teachers for observation and evaluation.
- Consultation services for teachers and parents for the purpose of enhancing learning for those students who learn differently.
Instituted in 1985, Learning Resources has helped students keep pace curricularly with the demands of an academically accelerated school. Students who qualify receive services in Lower, Middle and Upper Schools.
Admission to the program is based on a psychoeducational evaluation that demonstrates learning differences with significant weaknesses that impact academic achievement. The evaluation and pre-referral intervention corroborate the necessity for an intensive, specialized individual or small group approach to learning. It is expected that the response to intervention will be positive and the intervention will provide students with strategies to support their learning styles.
Director of Learning Resources
Margaret Sigmon joined Latin in 2017 as the Director of Learning Resources. A native of North Carolina, Sigmon earned a B.A. in Psychology from Salem College in 1974 along with teaching certifications in elementary education and learning disabilities. At Salem she received Orton-Gillingham training under the direction of Dr. Lucia Karnes and Mrs. June Orton. After teaching in public schools as a resource teacher for three years, she earned her M.Ed. in Learning Disabilities at Duke University in 1980. During her graduate program, she worked as an intern at Durham Academy helping to create a model program for students with learning disabilities – the beginning of what is now the well-known Hill Center. Sigmon became part of the first teaching staff at Hill, served as Education Coordinator, Assistant Director, and then Director.
For 21 years, Sigmon served as Head of School at The Fletcher School in Charlotte. Since 1982, Fletcher has served students with specific learning disabilities and/or attention deficit disorders. In 2004, Sigmon was named the first Director of The Rankin Institute, an educational resource and outreach component of Fletcher, a position she held alongside her Head of School to align the two programs.