Supervising in a Pre-College Environment
Students are responsible for their own conduct. However, our administrative, instructional, and residential staff all work together to provide clear guidelines and reasonable supervision. Each group of 15 students is supervised during class time by an instructor and TA, and by the RA staff during evening and weekend hours. For off-campus excursions, students must be accompanied by an RA, and check in with that RA at designated intervals. Our administrative staff members are also on site for extra support and supervision. 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 three weeks or about spending so much of their summer on academics. 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. Although many initially anxious students later report being grateful that their parents encouraged them to attend, we do not recommend sending a very reluctant child to the program.
Supporting Your Child
Parents are a vital component of a successful summer. The demanding nature of the academic program and the residential setting are often new to students. We encourage you, well in advance of the session, to discuss with summer programs staff any issues that may affect your child’s experience in the classroom or residence hall. Keep in mind that issues that have not been significant in regular school could be in the summer program setting. 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 so far away from home, especially for the first time, can be difficult, so 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 for ideas on helping your child adapt to the new environment. Please give your child a few days to become comfortable at CTY; nearly all students who initially experience homesickness ultimately succeed at and enjoy their summer experience.
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 or ctydisabilities@jhu.edu 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 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. Top | 
