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We strive to:
- integrate social-emotional development with the academic process according to Dr. Stanley Greenspan’s DIR/Floortime model.
- support students’ awareness of their own unique sensory and developmental profiles to facilitate self-advocacy as appropriate.
- encourage students’ self-determination, community engagement and independence through self-awareness, self-regulation, self-advocacy and the development of life skills.
- partner with parents and the larger community whenever possible.
- utilize developmentally appropriate resources and facilities to support the educational program.
- engage each student at the appropriate developmental and academic level.
- challenge each student to realize his or her unique potential.
- focus on developing relationships as a foundation to learning.
- maintain small class sized and low student-teacher ratios.
- provide each student with a high school diploma or its equivalent, as well as preparation for college or vocational education as appropriate.
Techniques and Approaches:
- Community/Extra-classroom experiences
- High-affect and affinities-based topics
- Small group and individual work focus
- Post-graduation transition support
- Floortime-trained staff
- Augmentative and Alternative Communication (AAC) Supports
If you have questions about our instructional strategies, language used, methods of communication, course of study, schedule, or educational vision, please contact Michele Kukler at firstname.lastname@example.org.