A couple of nights ago, I was perusing available movies on "On Demand" and saw that "Wretches and Jabberers" is now available! I believe it is also now available on DVD. Back on May 12, 2011, I attended a small screening in Glendale of the movie as part of the nationwide event "100 Cities, One Night for Autism." What a great night, and what an amazing movie!
I find it difficult to describe the effect this movie has on the audience. It is of course, as so many reviewers have said, all at once funny, moving, educational, inspiring. But a list of adjectives can't really sum up the experience of watching as Larry Bissonnette and Tracy Thresher go on a journey that takes them physically around the world, and emotionally through experiences that change both them and those they meet.
In my humble opinion, this is a movie absolutely everyone should see. There is something utterly beautiful about the unfiltered look into the world from Larry and Tracy's perspective. It isn't just a movie about Autism... It's about communicating with the world, making connections with other people, being understood, being accepted and loved... I encourage all of you reading this to go out and see it soon - and share it with others!
Showing posts with label autism. Show all posts
Showing posts with label autism. Show all posts
Monday, October 17, 2011
Friday, September 23, 2011
Eligibility under the Category of Autism / Autistic Like Behaviors
The national organization Autism Speaks reports that it is currently estimated that one in every 110 children is diagnosed with Autism, and that the prevalence rate is increasing by 10-15 percent per year. (Source: What is Autism? www.autismspeaks.org) With those numbers, leading some people to refer to an "Autism epidemic" it is no wonder that eligibility for special education under the category of Autism is sometimes a hot topic.
The IDEA definition of Autism:
Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
34 C.F.R. section 300.8(c)(1). The IDEA also notes that students who exhibit the characteristics of Autism after age 3 can also be eligible if the other criteria is met.
State Criteria for Autism Eligibility:
State special education laws have their own specific criteria for eligibility under the Autism category. Many states have criteria that is focused not on whether there is an actual diagnosis of Autism, but whether there is the presentation of characteristics associated with Autism, and because of these needs the child requires special education and related services. Here are some examples:
California defines this category as "Autistic Like Behaviors." Just this label itself is helpful for broadening the availability of special education and related services under this category to include students who may not have an actual medical diagnosis of Autism. In California, defines Autistic Like Behaviors as follows:
A pupil exhibits any combination of the following autistic-like behaviors, to include but not limited to:
(1) An inability to use oral language for appropriate communication;
(2) A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood;
(3) An obsession to maintain sameness;
(4) Extreme preoccupation with objects or inappropriate use of objects or both;
(5) Extreme resistance to controls;
(6) Displays peculiar motoric mannerisms and motility patterns.
(7) Self-stimulating, ritualistic behavior.
Title 5, California Code of Regulations, section 3030(g).
Another list, with more thorough explanations, is found in the Wisconsin education laws, which specifically require that two or more of the behaviors be exhibited:
As each state has their own criteria, it is important to identify what the applicable standard is for your state specifically. Remember that assessments should be done in all areas of suspected disability, and should provide the IEP team with enough information to make determinations of eligibility and need for special education and related services. Thus, when a school district is assessing for a possible eligibility under the category of Autism, that assessment should be looking at the applicable list of characteristics and behaviors, even if the assessor does not "diagnose" under the DSM-IV (see below).
Diagnosis versus Eligibility:
Diagnosis of Autism under the DSM-IV is different than a determination of eligibility under the category of Autism or Autistic Like Behaviors. Different standards, and sometimes different procedures, are used. Thus, if a child does not have a diagnosis by a qualified professional of Autism, this should not necessarily stand in the way of eligibility if the school district does a proper assessment. Here is a little bit more about diagnosis:
DSM-IV Criteria for Diagnosing Autism:
The qualifications for being able to diagnose a child under the DSM-IV criteria and being able to assess a child for special education eligibility may be different. Generally, if a school psychologist or other assessor for the school district is using the term "diagnose" you should ask for information about their qualifications to do so, and about whether they were evaluating in order to ascertain a "diagnosis" or a disability as defined in educational criteria.
Meaning of "Adverse Effect on Educational Performance"
The IDEA requires consideration of whether the student's Autism "adversely affects educational performance." This in turn becomes something up for interpretations, and given that many states have also not clearly defined the meaning of either "adverse effect" or "educational performance," it becomes the subject of dispute between parents and school districts. The term "adverse effect" has been noted not to require evidence of a "significant impact" on educational performance in some cases, while others have noted that it requires more than "slight impact" on educational performance. The term "educational performance," which seems pretty straightforward, can actually be even more tricky. Again, this is an area where you will have to investigate your state laws to see how "educational performance" is defined.
What may be included in "educational performance?" The obvious answer is academic skills / achievement. However, it could possibly also include non-academics such as behavior, social skills, communication skills, interactions with peers, etc. If you think about this, it makes perfectly logical sense. Ask any teacher what children are expected to learn and do in class, and the list will undoubtedly include appropriate classroom behaviors and learning to get along with others. Look at your state's educational content standards, and there are likely to be ones related to communication and listening skills. Take a look at your child's report card carefully, and you'll notice "citizenship" or "effort" scores that are likely related not to what academic skills were performed, but how your child behaved and interacted in the classroom. All of these things are part of the educational environment and expectations for kids, and there is an argument to be made that this makes them part of what should be considered in "educational performance."
The IDEA definition of Autism:
Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
34 C.F.R. section 300.8(c)(1). The IDEA also notes that students who exhibit the characteristics of Autism after age 3 can also be eligible if the other criteria is met.
State Criteria for Autism Eligibility:
State special education laws have their own specific criteria for eligibility under the Autism category. Many states have criteria that is focused not on whether there is an actual diagnosis of Autism, but whether there is the presentation of characteristics associated with Autism, and because of these needs the child requires special education and related services. Here are some examples:
California defines this category as "Autistic Like Behaviors." Just this label itself is helpful for broadening the availability of special education and related services under this category to include students who may not have an actual medical diagnosis of Autism. In California, defines Autistic Like Behaviors as follows:
A pupil exhibits any combination of the following autistic-like behaviors, to include but not limited to:
(1) An inability to use oral language for appropriate communication;
(2) A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood;
(3) An obsession to maintain sameness;
(4) Extreme preoccupation with objects or inappropriate use of objects or both;
(5) Extreme resistance to controls;
(6) Displays peculiar motoric mannerisms and motility patterns.
(7) Self-stimulating, ritualistic behavior.
Title 5, California Code of Regulations, section 3030(g).
Another list, with more thorough explanations, is found in the Wisconsin education laws, which specifically require that two or more of the behaviors be exhibited:
1. The child displays difficulties or differences or both in interacting with people and events. The child may be unable to establish and maintain reciprocal relationships with people. The child may seek consistency in environmental events to the point of exhibiting rigidity in routines.
2. The child displays problems which extend beyond speech and language to other aspects of social communication, both receptively and expressively. The child’s verbal language may be absent or, if present, lacks the usual communicative form which may involve deviance or delay or both. The child may have a speech or language disorder or both in addition to communication difficulties associated with autism.
3. The child exhibits delays, arrests, or regressions in motor, sensory, social or learning skills. The child may exhibit precocious or advanced skill development, while other skills may develop at normal or extremely depressed rates. The child may not follow normal developmental patterns in the acquisition of skills.
4. The child exhibits abnormalities in the thinking process and in generalizing. The child exhibits strengths in concrete thinking while difficulties are demonstrated in abstract thinking, awareness and judgment. Perseverant thinking and impaired ability to process symbolic information may be present.
5. The child exhibits unusual, inconsistent, repetitive or unconventional responses to sounds, sights, smells, tastes, touch or movement. The child may have a visual or hearing impairment or both in addition to sensory processing difficulties associated with autism.
6. The child displays marked distress over changes, insistence on following routines, and a persistent preoccupation with or attachment to objects. The child’s capacity to use objects in an age—appropriate or functional manner may be absent, arrested or delayed. The child may have difficulty displaying a range of interests or imaginative activities or both. The child may exhibit stereotyped body movements.
Wisconsin Administrative Code; PI 11.36(8).As each state has their own criteria, it is important to identify what the applicable standard is for your state specifically. Remember that assessments should be done in all areas of suspected disability, and should provide the IEP team with enough information to make determinations of eligibility and need for special education and related services. Thus, when a school district is assessing for a possible eligibility under the category of Autism, that assessment should be looking at the applicable list of characteristics and behaviors, even if the assessor does not "diagnose" under the DSM-IV (see below).
Diagnosis versus Eligibility:
Diagnosis of Autism under the DSM-IV is different than a determination of eligibility under the category of Autism or Autistic Like Behaviors. Different standards, and sometimes different procedures, are used. Thus, if a child does not have a diagnosis by a qualified professional of Autism, this should not necessarily stand in the way of eligibility if the school district does a proper assessment. Here is a little bit more about diagnosis:
DSM-IV Criteria for Diagnosing Autism:
I. A total of six (or more) items from heading (A), (B), and (C), with at least two from (A), and one each from (B) and (C):
(A) Qualitative impairment in social interaction, as manifested by at least two of the following:
- Marked impairments in the use of multiple nonverbal behaviors such as eye-to- eye gaze, facial expression, body posture, and gestures to regulate social interaction.
- Failure to develop peer relationships appropriate to developmental level.
- A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people).
- A lack of social or emotional reciprocity.
(B) Qualitative impairments in communication as manifested by at least one of the following:
- Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).
- In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others.
- Stereotyped and repetitive use of language or idiosyncratic language.
- Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
(C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
- Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.
- Apparently inflexible adherence to specific, nonfunctional routines or rituals.
- Stereotyped and repetitive motor mannerisms (e.g. Hand or finger flapping or twisting, or complex whole-body movements).
- Persistent preoccupation with parts of objects.
II. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:
(A) Social interaction.
(B) Language is used in social communication.
(C) Symbolic or imaginative play.
III. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.
Source: Diagnostic and Statistical Manual of Mental Disorders; Fourth
The qualifications for being able to diagnose a child under the DSM-IV criteria and being able to assess a child for special education eligibility may be different. Generally, if a school psychologist or other assessor for the school district is using the term "diagnose" you should ask for information about their qualifications to do so, and about whether they were evaluating in order to ascertain a "diagnosis" or a disability as defined in educational criteria.
Meaning of "Adverse Effect on Educational Performance"
The IDEA requires consideration of whether the student's Autism "adversely affects educational performance." This in turn becomes something up for interpretations, and given that many states have also not clearly defined the meaning of either "adverse effect" or "educational performance," it becomes the subject of dispute between parents and school districts. The term "adverse effect" has been noted not to require evidence of a "significant impact" on educational performance in some cases, while others have noted that it requires more than "slight impact" on educational performance. The term "educational performance," which seems pretty straightforward, can actually be even more tricky. Again, this is an area where you will have to investigate your state laws to see how "educational performance" is defined.
What may be included in "educational performance?" The obvious answer is academic skills / achievement. However, it could possibly also include non-academics such as behavior, social skills, communication skills, interactions with peers, etc. If you think about this, it makes perfectly logical sense. Ask any teacher what children are expected to learn and do in class, and the list will undoubtedly include appropriate classroom behaviors and learning to get along with others. Look at your state's educational content standards, and there are likely to be ones related to communication and listening skills. Take a look at your child's report card carefully, and you'll notice "citizenship" or "effort" scores that are likely related not to what academic skills were performed, but how your child behaved and interacted in the classroom. All of these things are part of the educational environment and expectations for kids, and there is an argument to be made that this makes them part of what should be considered in "educational performance."
Monday, May 9, 2011
May 12th Screening of Wretches and Jabberers movie!
Wretches and Jabberers
100 Cities: One Night for Autism
On May 12, 2011, at 7:30pm, screenings of the movie Wretches and Jabberers will be taking place in many different locations as part of "100 Cities: One Night for Autism." The movie is about two men with Autism who embark on a global quest to change attitudes about disability and intelligence. The film follows these two men as they explore local cultures, reunite with old friends, make new friends and acquaintances, and tackle public perceptions about Autism.
Here in the Los Angeles Area, the law firm Newman.Aaronson.Vanaman will be one of the hosts for the 100 Cities: One Night for Autism screening event. NAV will play host to the screening taking place in Glendale, California. It is a great opportunity to spend an evening with others in the special education community, enjoy a great, and inspiring, movie, and show your support for Autism Awareness! We really hope to see you there!
Here's the Info:
Wretches and Jabberers
Host: Newman.Aaronson.Vanaman
Where: Glendale Mann Exchange 10
128 North Maryland Avenue
Glendale, CA 91206
When: Thursday, May 12th at 7:30 pm
Online Ticketing at either of these two cites
(be sure you choose the Glendale screening specifically) -
www.movietickets.com
www.screenvision.com
100 Cities: One Night for Autism
On May 12, 2011, at 7:30pm, screenings of the movie Wretches and Jabberers will be taking place in many different locations as part of "100 Cities: One Night for Autism." The movie is about two men with Autism who embark on a global quest to change attitudes about disability and intelligence. The film follows these two men as they explore local cultures, reunite with old friends, make new friends and acquaintances, and tackle public perceptions about Autism.
Here in the Los Angeles Area, the law firm Newman.Aaronson.Vanaman will be one of the hosts for the 100 Cities: One Night for Autism screening event. NAV will play host to the screening taking place in Glendale, California. It is a great opportunity to spend an evening with others in the special education community, enjoy a great, and inspiring, movie, and show your support for Autism Awareness! We really hope to see you there!
Here's the Info:
Wretches and Jabberers
Host: Newman.Aaronson.Vanaman
Where: Glendale Mann Exchange 10
128 North Maryland Avenue
Glendale, CA 91206
When: Thursday, May 12th at 7:30 pm
Online Ticketing at either of these two cites
(be sure you choose the Glendale screening specifically) -
www.movietickets.com
www.screenvision.com
p.s. leave a comment here on the blog if you plan to attend!
Friday, August 7, 2009
Autism on 20/20 Tonight
Watch 20/20 tonight, and be inspired by Carly, and
by her family's determination to help her find her voice.
You can read more about Carly on at "Carly's Voice"
by her family's determination to help her find her voice.
You can read more about Carly on at "Carly's Voice"
Thursday, May 14, 2009
Switzer Learning Center
Yesterday, I visited and toured the Switzer Learning Center, a Nonpublic School (NPS) (for more about NPS placements - read our previous blog post from April 2009) in Torrance, California. Switzer if a specialized school for students grades 3 through 12 with learning disabilities, emotional disabilities, attention deficit disorders and behavioral disorders. It is an extremely small school, with currently around 92 students total.
Overview of the Program:
Switzer incorporates a clinical treatment program and behavior management throughout the school program. All students at all grade levels are on a behavior program that is based on reinforcement for positive behaviors, meaning that the students earn points for appropriate behaviors in each period of the school day. Additionally, the school keeps data on both negative or inappropriate behaviors and positive or "involvement" behaviors for every student, and utilizes a computer program to track progress and compare the student to the overall population of the school. The clinical treatment component also includes DIS counseling services for all students on a weekly basis, and availability of the counselors in the moment on an as needed basis.
There is one elementary school classroom, with students ranging from third through sixth grade, and one middle school class, with students from sixth through eighth grade. The high school classrooms are separate from the lower grade levels. The high school program includes six periods per day with the students changing classes and teachers for each class, similar to a traditional high school schedule. High school students can also be dually enrolled, either in a public high school in their home district, at the Southern California Regional Occupational Center (SCROC) in Torrance.
Other Things to Note:
Switzer is a good option for students who have behavior difficulties related to their disability.
It provides modified and individualized instruction within grade level curriculum standards, and also utilizes a specialized reading program, SRA-reading, to provide specialized intervention.
The behavior system is very positive and seems to be implemented consistently.
Switzer offers a diploma-bound curriculum, but does not provide the necessary classes and credits for a student to go straight into a 4-year university.
For more information about Switzer, visit their site directly at www.switzercenter.org. We can also help you with specific information about Non Public School placements.
Overview of the Program:
Switzer incorporates a clinical treatment program and behavior management throughout the school program. All students at all grade levels are on a behavior program that is based on reinforcement for positive behaviors, meaning that the students earn points for appropriate behaviors in each period of the school day. Additionally, the school keeps data on both negative or inappropriate behaviors and positive or "involvement" behaviors for every student, and utilizes a computer program to track progress and compare the student to the overall population of the school. The clinical treatment component also includes DIS counseling services for all students on a weekly basis, and availability of the counselors in the moment on an as needed basis.
There is one elementary school classroom, with students ranging from third through sixth grade, and one middle school class, with students from sixth through eighth grade. The high school classrooms are separate from the lower grade levels. The high school program includes six periods per day with the students changing classes and teachers for each class, similar to a traditional high school schedule. High school students can also be dually enrolled, either in a public high school in their home district, at the Southern California Regional Occupational Center (SCROC) in Torrance.
Other Things to Note:
Switzer is a good option for students who have behavior difficulties related to their disability.
It provides modified and individualized instruction within grade level curriculum standards, and also utilizes a specialized reading program, SRA-reading, to provide specialized intervention.
The behavior system is very positive and seems to be implemented consistently.
Switzer offers a diploma-bound curriculum, but does not provide the necessary classes and credits for a student to go straight into a 4-year university.
For more information about Switzer, visit their site directly at www.switzercenter.org. We can also help you with specific information about Non Public School placements.
Monday, May 4, 2009
The Gilbert Hall School: A New Perspective on Learning to Learn
On Saturday, I attended the Open House for a new private school, Gilbert Hall School (GHS), which is located in Culver City. The Gilbert Hall School is based on a model of learning developed by Dr. Gutstein, director of the Relationship Development Research Institute. Dr. Gutstein has basically taken the principles of Relationship Development Intervention (RDI) and applied them to classroom based learning in an innovative new school.
A few years ago, I was involved in a Fair Hearing with the Westside Regional Center that was on the issue of RDI for a child with autism. At that time, RDI was not widely used or even known here in the LA area, and I read everything I could find on the topic as we were preparing for the case. Those inquiries lead me to contact Dr. Gutstein, who gave me a lot of information about his research and the RDI program. So, when I learned that the GHS model was based on Dr. Gutstein's research and the theories behind RDI, I was intrigued to hear more about it.
During the Open House, Dr. Gutstein gave a very informative lecture on the research and theories behind the GHS model. The focus of the model is on brain development, which Dr. Gutstein argues should be the primary focus in all of education utilizing "best practices." Dr. Gutstein discussed the downfall of the typical educational system's focus on measuring success by tracking specific skills learned or academic milestones met. This focus doesn't allow for the development of flexibility to solve "fuzzy problems," to improvise or deal with "grey areas," or to come up with alternative solutions. A repertoire of skills is not enough to make it in the world; rather, individuals have to develop what Dr. Gutstein refers to as "nueral integration," which is what allows all of us to problem solve and adapt in new situations.
Neural Integration was defined by Dr. Gutstein as a "lifelong process in which the brain's different processing centers learn to work together in increasingly more sophisticated and efficient ways." The brain basically grows and forms with experiences that present mental challenges, and most children develop nueral integration through "guided participation" by their parents. Children learn not only how to address the specific situation they are faced with, but in addressing that situation, they are learning how to think through the next, unique situation.
What does all of this have to do with special needs kids? Dr. Gutstein explained that in 100% of children on the Autism spectrum, the process of developing nueral integration breaks down. Despite the fact that children on the spectrum are diverse in so many other ways, this is the one thing that unites them. Furthermore, other children affected by disabilities such as ADHD and executive dysfunction, Tourette's, Bi-Polar, Seizure Disorder, and Severe Learning Disabilities can also be affected by this neuro-vulnerability.
Dr. Gutstein's model for the Gilbert Hall School is focused on using dynamic and innovative curriculum to specifically address the development of neuro-integration. The GHS school day is focused on intensively developing specific dynamic processes. Classroom activities and academics are a part of the program, and these activities are used not only to teach the specific skill addressed in that lesson (math, reading, etc) but also as a means of teaching the students to think, problem-solve, relate, etc. The curriculum is competency based, and the program operates on a "level" system, very similar to the levels within the RDI program, in the sense that it is an assumption of the program that an individual must reach competency on one level before they will be able to be successful on the next.
This is the core uniqueness of the program - it doesn't focus on the typical measures of academic progress that we see in educational programs, but on the bigger picture of learning - learning to learn, learning to think, problem-solve, and relate to the world. Like the RDI model focuses on underlying relationship functions rather than superficial social skills, the GHS model focuses on the underlying components of thinking and learning rather than on skill sets and achievement markers.
Another unique aspect of the school is the parent involvement component. The RDI program, which forms the basis for much of what the GHS model is, focuses on parental involvement in the development of the child's ability to problem solve and relate to others. The GHS model incorporates this focus, in that the learning goes beyond the classroom and into the home setting. Parents are integrally involved at GHS, and must have a willingness to incorporate new ways of interacting with their child at home in order to allow their child to truly develop and grow.
GHS is a very small school setting, and is currently not a certified Non Public School. For more information about GHS, check out their very extensive website at www.gilberthallschool.com. Also, if you are interested in more information about RDI and Dr. Gutstein's research, check out www.rdiconnect.com.
A few years ago, I was involved in a Fair Hearing with the Westside Regional Center that was on the issue of RDI for a child with autism. At that time, RDI was not widely used or even known here in the LA area, and I read everything I could find on the topic as we were preparing for the case. Those inquiries lead me to contact Dr. Gutstein, who gave me a lot of information about his research and the RDI program. So, when I learned that the GHS model was based on Dr. Gutstein's research and the theories behind RDI, I was intrigued to hear more about it.
During the Open House, Dr. Gutstein gave a very informative lecture on the research and theories behind the GHS model. The focus of the model is on brain development, which Dr. Gutstein argues should be the primary focus in all of education utilizing "best practices." Dr. Gutstein discussed the downfall of the typical educational system's focus on measuring success by tracking specific skills learned or academic milestones met. This focus doesn't allow for the development of flexibility to solve "fuzzy problems," to improvise or deal with "grey areas," or to come up with alternative solutions. A repertoire of skills is not enough to make it in the world; rather, individuals have to develop what Dr. Gutstein refers to as "nueral integration," which is what allows all of us to problem solve and adapt in new situations.
Neural Integration was defined by Dr. Gutstein as a "lifelong process in which the brain's different processing centers learn to work together in increasingly more sophisticated and efficient ways." The brain basically grows and forms with experiences that present mental challenges, and most children develop nueral integration through "guided participation" by their parents. Children learn not only how to address the specific situation they are faced with, but in addressing that situation, they are learning how to think through the next, unique situation.
What does all of this have to do with special needs kids? Dr. Gutstein explained that in 100% of children on the Autism spectrum, the process of developing nueral integration breaks down. Despite the fact that children on the spectrum are diverse in so many other ways, this is the one thing that unites them. Furthermore, other children affected by disabilities such as ADHD and executive dysfunction, Tourette's, Bi-Polar, Seizure Disorder, and Severe Learning Disabilities can also be affected by this neuro-vulnerability.
Dr. Gutstein's model for the Gilbert Hall School is focused on using dynamic and innovative curriculum to specifically address the development of neuro-integration. The GHS school day is focused on intensively developing specific dynamic processes. Classroom activities and academics are a part of the program, and these activities are used not only to teach the specific skill addressed in that lesson (math, reading, etc) but also as a means of teaching the students to think, problem-solve, relate, etc. The curriculum is competency based, and the program operates on a "level" system, very similar to the levels within the RDI program, in the sense that it is an assumption of the program that an individual must reach competency on one level before they will be able to be successful on the next.
This is the core uniqueness of the program - it doesn't focus on the typical measures of academic progress that we see in educational programs, but on the bigger picture of learning - learning to learn, learning to think, problem-solve, and relate to the world. Like the RDI model focuses on underlying relationship functions rather than superficial social skills, the GHS model focuses on the underlying components of thinking and learning rather than on skill sets and achievement markers.
Another unique aspect of the school is the parent involvement component. The RDI program, which forms the basis for much of what the GHS model is, focuses on parental involvement in the development of the child's ability to problem solve and relate to others. The GHS model incorporates this focus, in that the learning goes beyond the classroom and into the home setting. Parents are integrally involved at GHS, and must have a willingness to incorporate new ways of interacting with their child at home in order to allow their child to truly develop and grow.
GHS is a very small school setting, and is currently not a certified Non Public School. For more information about GHS, check out their very extensive website at www.gilberthallschool.com. Also, if you are interested in more information about RDI and Dr. Gutstein's research, check out www.rdiconnect.com.
Saturday, April 25, 2009
Two Schools in Two Days
A2Z is often invited to open house events in Southern California to learn about and tour local non public schools. As these opportunities are made available to us, we will post to let you know about schools in your community and how they may be appropriate for your child.
Last week, I had the pleasure of touring two different schools in Los Angeles County: The Pacific Schools & Aviva High School
1. The HELP Group's Pacific Schools
Where: 15339 Saticoy Street, Van Nuys, California
What makes it unique: The Help Group's Pacific Schools are actually made up of 3 specialized programs: Pacific Ridge, Pacific Harbor and Project Six. In the Pacific Ridge and Pacific Harbor program, which are therapeutic day programs, the class size averages about 10 students with 2 adults. Various services, including family therapy, psychiatric services, counseling, speech and language services and Occupational Therapy are available on site. The Pacific Schools serve elementary, middle and high school aged students.
What I love about this school: The staff at the Pacific Schools place a strong emphasis on finding individualized incentives that are of interest to its students and using those things to help the student access his/her education. For instance, if your child is interested in playing instruments, sewing or guitar hero, these things would be made available as an incentive. For each program, there were "reward lounges" where students could play games, watch TV or use the computers. The importance of incorporating a child's interests into his/her program was a universal message across all three programs at the Pacific Schools. I believe that it was for this reason that the Pacific Schools had a personal touch where the personalities of the children were very evident.
2. Aviva High School
Where: 7120 Franklin Ave., Los Angeles, CA 90046
What makes it unique: Aviva High School is one of the few all girl, non public schools in Los Angeles County. Aviva also has a residential treatment program that has 42 students enrolled in the high school. Aviva provides a range of on-site clinical and educational services. Aviva also offers a mandatory 6 week summer school program designed to enrich and broaden the students' reading, writing, and math skills and prepare them to pass the California HIgh School Exit Exam (CAHSEE). Aviva High School has a maximum enrollment of 84 students. The maximum student:teacher ratio in class is 6:1. Over 95% of its students go on to post secondary programs, including universities and junior college.
Is it appropriate for your child? Aviva High School is appropriate for girls in grades 7 through 12 who need special academic, emotional, or behavioral support to maximize their educational potential. If your daughter requires a dual enrollment program, then Aviva may be the appropriate placement for her.
What I loved about this school: It was very clear that the staff at Aviva were dedicated not only to its students, but were also dedicated to working on improving the bureaucratic system that can often be an impediment to special education students. The staff at Aviva have forged relationships with individuals in the LAUSD system that are in charge of making important decisions, and are working with them to try to evoke a change in the system. This passion was not only present at the administrative level of Aviva, but was also apparent through the teachers, aides, and even hallway monitors at the school.
Last week, I had the pleasure of touring two different schools in Los Angeles County: The Pacific Schools & Aviva High School
1. The HELP Group's Pacific Schools
Where: 15339 Saticoy Street, Van Nuys, California
What makes it unique: The Help Group's Pacific Schools are actually made up of 3 specialized programs: Pacific Ridge, Pacific Harbor and Project Six. In the Pacific Ridge and Pacific Harbor program, which are therapeutic day programs, the class size averages about 10 students with 2 adults. Various services, including family therapy, psychiatric services, counseling, speech and language services and Occupational Therapy are available on site. The Pacific Schools serve elementary, middle and high school aged students.
- Pacific Ridge is a day program serving children and adolescents with special needs in the areas of emotional, behavioral and neurological challenges.
- Pacific Harbor is for students who internalize their feelings, such as depression and anxiety, and may display mild behaviors. This program is also appropriate for students with emotional disturbances that require more intensive and comprehensive mental health services.
- Project Six is a residential treatment center for adolescents with emotional and behavioral challenges.
What I love about this school: The staff at the Pacific Schools place a strong emphasis on finding individualized incentives that are of interest to its students and using those things to help the student access his/her education. For instance, if your child is interested in playing instruments, sewing or guitar hero, these things would be made available as an incentive. For each program, there were "reward lounges" where students could play games, watch TV or use the computers. The importance of incorporating a child's interests into his/her program was a universal message across all three programs at the Pacific Schools. I believe that it was for this reason that the Pacific Schools had a personal touch where the personalities of the children were very evident.
2. Aviva High School
Where: 7120 Franklin Ave., Los Angeles, CA 90046
What makes it unique: Aviva High School is one of the few all girl, non public schools in Los Angeles County. Aviva also has a residential treatment program that has 42 students enrolled in the high school. Aviva provides a range of on-site clinical and educational services. Aviva also offers a mandatory 6 week summer school program designed to enrich and broaden the students' reading, writing, and math skills and prepare them to pass the California HIgh School Exit Exam (CAHSEE). Aviva High School has a maximum enrollment of 84 students. The maximum student:teacher ratio in class is 6:1. Over 95% of its students go on to post secondary programs, including universities and junior college.
Is it appropriate for your child? Aviva High School is appropriate for girls in grades 7 through 12 who need special academic, emotional, or behavioral support to maximize their educational potential. If your daughter requires a dual enrollment program, then Aviva may be the appropriate placement for her.
What I loved about this school: It was very clear that the staff at Aviva were dedicated not only to its students, but were also dedicated to working on improving the bureaucratic system that can often be an impediment to special education students. The staff at Aviva have forged relationships with individuals in the LAUSD system that are in charge of making important decisions, and are working with them to try to evoke a change in the system. This passion was not only present at the administrative level of Aviva, but was also apparent through the teachers, aides, and even hallway monitors at the school.
Friday, April 24, 2009
Join A2Z tomorrow at the Autism Walk in Pasadena.
Come tomorrow morning to the Rose Bowl to participate in Autism Speaks Walk Now for Autism. Even if you can't participate in the walk, you can come check out the booths at the resource fair where there will be attorneys, service providers, therapists, school representatives and many opportunities to network with the special education community! There are also activities for the kids to participate in as well as food and live entertainment.
Also, don't forget to stop by A2Z's booth to say hello and pick up some goodies.
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