Hamilton School At Wheeler
A unique and innovative “school-within-a-school” model which, by design, meets students with learning differences where they are in their educational journey and provides them with highly individualized and intentional instruction and dynamic learning experiences that allow them to experience success and consistently work toward their true learning potential.
For 35 years, the Hamilton School at Wheeler has served elementary and middle school children with great overall cognitive ability but who struggle with reading, organization, and study skills due to dyslexia, attention-deficit disorder (ADHD), executive function deficits, or other learning differences. We believe — and prove daily — that our students can learn essential skills, meet the highest expectations, and experience success.
At the Hamilton School at Wheeler, we provide consistent opportunities for our students to embrace their learning differences and develop effective self-advocacy skills. We intentionally use specific terms such as “dyslexia” and “attention variability” as a way for our students to name their learning differences and explain why certain strategies and accommodations are necessary to support their learning. Our Hamilton School students develop their voices to advocate for what they need to experience success.
For more information about the Hamilton School at Wheeler, please contact our Enrollment Office. Numerous resources, events, and information about learning differences can also be found at our Hamilton Institute for Outreach and Advocacy.
Our Voices
Look into the Hamilton School
The Hamilton School at Wheeler Administration
Jeanette Epstein
Director of The Hamilton Institute for Outreach & Advocacy; Hamilton School Enrollment Director
See Our Stories
We’re honored to once again be at the top of numerous categories in this year’s Niche.com rankings(!), and we’re just as proud to celebrate the Wheeler community, whose care and curiosity are at the heart of these numbers. We’re grateful for you.
If you’d like to learn more about Wheeler, please join us at our Oct. 17 K-12 Open House or our Nov. 14 Nursery-PreK Open House. You’ll have the opportunity to meet faculty, students, staff, and current families, and experience some of what makes Wheeler such a great school. Visit wheelerschool.org/events to register.
Sep 25
“It was spur of the moment,” said Kindergarten Assistant Caleb Bento, describing a spontaneous team-building activity he recently led with the Squirrels in the Kindergarten Canyon. “Asking them to create a path meant they would need to communicate with each other while breaking the boundaries of friendship. It was a great way to mold their teamwork skills.” ✨🟦🐿️
Sep 25
Our seniors brought their energy, positivity, and thoughtfulness to the Senior Retreat last week — making it a truly memorable one!
From honoring a senior tradition (and adding their own twist) to contributing to a joyful music-palooza, stepping up to the mic and singing along, glowing in sync, building a perfect candle bonfire, circling up to share and reflect, and not letting the mist-then-rain dampen their spirits (or their s’more artistry), this group really brought it.
The Class of 2027 ended the night with a raucous purple and gold competition, followed by a lively singalong to Earth, Wind & Fire’s “September.”
Upper School English Teacher Annie Funnell P’14, P’16 called it a “spectacular September finale.” Scroll for some wonderful bonding moments with our seniors! 💜💛
Sep 24
We saw a bit of a (rather organized) AP Economics free-for-all outside of Hope Building yesterday, but that was the intention, explains teacher John Hanson P’34, P’36.
“Our class was a market simulation with buyers and sellers, with the goal of buying and selling a particular good – a trip to Bermuda in this case – to see how a market can be formed to efficiently arrive at an equilibrium price and quantity. I use this simulation with my AP Economics students as an intro to our next topic: the supply and demand model.
“They made some excellent observations about market structures, especially what happens to prices with monopolies and when businesses collude to act like a monopoly,” Mr. Hanson continues.
“The students were split evenly into buyers and sellers. Buyers received a maximum budget amount, and sellers received a minimum sale price. They negotiated a few times, agreeing on a price for the trip. After four rounds of negotiations the class’s average price was only three dollars away from the model’s predicted price of $340.
“The fifth round of negotiation, and the one you photographed, was a free-for-all. I let them join together and collude, I also increased the number of buyers and reduced the number of sellers in an attempt to get the price to increase. In fact, the average price was over $20 higher during this final round!
“What is fun about the simulation is that students can clearly see how an increase in price leads to both more trips being supplied and fewer trips being demanded. It also shows how we derive both supply and demand curves, which we did during the final few minutes back in the classroom. We finally arrive at a market equilibrium price and quantity based on those curves to determine the going rate for any particular good. It was also great to have a productive class outside while the weather is still nice!”
Sep 24
