Working with a Child who is Reluctant to Attend
Many first-time students are apprehensive about attending. They may feel unsure about being away from home for four weeks or about spending so much of the summer on studying a language. This puts parents in a difficult position. There is a fine line between encouraging children to overcome normal apprehension and forcing them into a situation for which they are not yet ready. We do not recommend sending a very reluctant child to a language immersion program. Supporting Your Child
Parents are a vital component of a successful summer. The demanding nature of an immersion and the residential setting are often new to students. We encourage you, well in advance of the session, to discuss with CTY staff any issues that may affect your child’s experience in this program. Keep in mind that issues that have not been significant in regular school could be in this setting. We have encountered a range of attitudes from parents concerning the program of study. Some say, “just have a good time,” while others demand unrealistically high achievement. We offer the following advice to help you prepare your child to do well in the program: - Encourage your child to do the best that he or she can do. Make it clear that a best effort (as opposed to a particular outcome) is acceptable.
- Help your child to understand that a true challenge is not easily accomplished, and that this program may require a greater and different kind of effort than she may be accustomed to making.
- Encourage your child to think of accomplishment in terms of his own efforts and growth. Your child will be among many very bright young people, and comparisons to others should be discouraged.
Immersion language experiences can be difficult, especially for students who are accustomed to being able to express themselves easily and who are not used to making mistakes. If students are open to the method, however, it can be a very rewarding learning experience. Reassure students that they will understand a great deal from context. Linguists have found that 93% of communication is not through words but through body language and tone of voice. In addition, immersion learning by its nature encourages students to stay focused on what they have learned rather than on what they don't know. Most students are surprised and delighted with how quickly they acquire new language and communication skills. As with all CTY programs, student safety is our first concern. Please assure students that they can and should use English when communicating concerns about their health and safety.
It is important for parents and students to understand that the program is designed to provide a safe and supportive environment where students grow not only intellectually, but also socially. Parents can play an important role in preparing students for the residential experience. - Prepare your child for the challenges of a residential program. Emphasize that working through inconveniences (like sharing the bathroom or the phone), can lead to great rewards and is well worth the close ties your child will build.
- Encourage your child to share his experiences and concerns with staff members. Feedback on the activities students want to participate in, as well as the issues they are facing (such as roommate conflicts or struggles with the language), helps us provide a supportive and enjoyable environment.
Review the CTY Honor Code and expectations for student conduct with your child. Our sites are highly structured and operate with only one set of rules, even though the students range in age from 11 to 15. Students fully committed to all aspects of the program, including the rules, report the highest levels of satisfaction with their experience.
During the summer, we encourage parents to contact site administrators if a child is encountering difficulties so that we may work together to help the student. Homesick Students
Being away from home—especially for the first time—can be difficult. We make every effort to create a supportive environment. Site administrators are trained to help students who are having trouble adjusting to the program. If your child becomes homesick, contact a site administrator (such as the academic counselor) for ideas on helping your child to adapt to the new environment. Students with Learning, Physical, or Medical Disabilities
Open communication between CTY and parents is essential to meeting students’ needs. If your child has a learning, physical, or medical disability, you must contact summer programs staff at 410-735-6215 to discuss those needs in the context of the academic, social, and residential aspects of the CTY program. You must call this number every year, even if your child received accommodations in a past CTY program, or was evaluated by CTY’s Diagnostic and Counseling Center. Information of this nature is privileged and is not shared between departments at CTY without your written release. For reasonable accommodations to be provided, current documentation from a qualified individual knowledgeable about the student’s disability must be submitted to our office by May 15. Requests made outside of this timeline may adversely affect our ability to provide accommodations and in certain circumstances may prevent a child from participating in our program. Documentation must include the diagnosis of the disability, a description of the specific functional limitations as they pertain to both the academic and residential settings, and recommended accommodations. You must also disclose any disabilities on the Medical Information page, which you will receive with the Course Assignment Packet. The privacy rights of students with disabilities are honored to the fullest extent possible. A current medical evaluation must be submitted if the disability is a medical condition, hearing impairment, or visual impairment. A current psychological or neuropsychological evaluation must be submitted if the disability is a learning disability, ADD/ADHD, non-verbal learning disorder, developmental disorder (including Asperger’s Syndrome), or social/emotional issue such as depression. Although IEPs cannot serve as the sole piece of documentation, they may be helpful in combination with the medical or psychological evaluation. Further guidelines on documentation can be found at www.jhuaa.org CTY is committed to providing reasonable, appropriate, and necessary accommodations for qualified students with disabilities. A person with a disability is defined by the US Rehabilitation Act of 1973 and by the Americans with Disabilities Act of 1990 as an individual who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having an impairment. Costs for personal attendants, personally prescribed devices, or services which involve travel and other expenses are the responsibility of the student’s family. All students on medication should continue to take their medication during the program as prescribed by their physicians. Research
As part of Johns Hopkins University, the Center for Talented Youth is a member of a research community. To fulfill that commitment, we often ask parents and students to join us in important research efforts. Students or parents who are asked to participate in a research project will be provided with a description of the study if requested. When the study is completed, our Research Department will, upon request, provide a general summary of the research results and reprints of published articles. | 
