In our school age educational services program (ages 5-22), each student follows an individualized curriculum built around the Competent Learner Model (CLM). Most participants follow an adapted curriculum, based on the strengths and needs of the individual. The IEP guides each child’s curriculum and the method(s) of instruction provided. In addition to CLM, supplemental materials such as adapted reading and math curricula, vocational assessments, and materials to address the ASOLs for VAAP assessments are used with each child.
For participants ages twelve to twenty-one, focus on transition to adult life is of utmost importance. Students identified for our transition program receive a combination of 1:1 and group instruction. For those who need a higher degree of support, programming focuses primarily on a functional/vocational skills curriculum. Greatest concentration is placed on developing and increasing communication, daily living, socialization and vocational competence with instruction in core curriculum subjects.
Inclusion opportunities, to the extent that it is possible and/or appropriate for each individual, are offered. This includes regular outings in the community, participation with typical peers, and opportunities to return to public education as determined by the program team.
In our Transition Program, vocational and social skills training and practice are provided on and off campus. Participants engage in a variety of work and volunteer activities within the community. Current and frequent partners include Ronald McDonald House of Richmond, Lewis Ginter Botanical Garden, ComedySportz of Richmond, and Habitat for Humanity ReStore in Mechanicsville. These activities are designed to not only provide teens and young adults with exposure to a variety of work experiences, but also to engender concepts of generosity and service. Moreover, vocational opportunities afford students with the opportunity to work with peers and adults in setting in which expectations vary from those at school or with family.
As students prepare for transition to the adult world, the team also works with Department of Aging and Rehabilitative Services and other community resources to help families plan for the future. Individuals who complete the Transition Program will receive a certificate of completion.
Participants admitted to the program typically have a diagnosis of an autism spectrum disorder, however, students with additional diagnoses such as speech-language impairment, developmental delay, or intellectual disability are also considered for admission. Admissions for our educational programs are typically funded by placing school districts or CSA funding.
Our educational programs are staffed with a lead instructor to oversee each site and ABA Therapists (assistants) who work with the students to provide individualized instruction and support throughout the day. The instructor to participant ratio is no less than 6:8. Related services as required by each individual’s plan are provided by contractors. These providers are contracted directly by the placing agent or the parents. Services provided may include speech, occupational, physical, or vision therapies.
As part of our program, all employees participate in a rigorous schedule of professional development and training. Additionally, Behavior Analysts provide direct feedback to program staff on a weekly basis.