TEMPLE GRANDIN SCHOOL PROGRAM DESCRIPTION

The Children's Center for Neurodevelopmental Studies provides special education services for preschool through high school age students in categories of multiply handicapped, autistic and mentally handicapped. The program provides an intensive neurodevelopmentally based educational approach which stresses therapeutic enrichment of sensory processing, motor development, cognitive abilities and adaptive behavior underlying learning ability. Emotional control, social interaction, communication, self care skills, basic survival, community living, academics, and vocational skills are emphasized with opportunities to generalize learned concepts to other persons and contexts.

The Center's Glendale campus has four school buildings housing high school, junior high school, elementary and preschool classes. These classes have been approved by Arizona Department of Education's Exceptional Student Services. The student's chronological age, as well as developmental level and individual strengths/needs are considered in educational programming.

School is in session 180 days during the regular school year with extended school year services available. For high school students, community mainstreaming opportunities may be provided. These include job exploration and work placement.

Admission to the school requires that the student be eligible for classification in the categories of multiply handicapped, autistic, or other conditions according to the regulations of the Arizona Department of Education. Placement is made based upon evaluation and school district procedure. The school district psychologist and parents participate in the development of the Individual Education Plan.

Upon placement, the student is assessed using standardized measures of adaptive behavior, sensory-motor functions, communication, level of educational achievement, and social-emotional development . Parent reports, observation, and placement records are reviewed. The evaluations and assessments conducted by the Center's teachers and therapists are utilized to supplement psychological testing conducted by the contracting school district. The evaluation results are discussed with the parents and district representatives at a multidisciplinary team meeting to establish goals and objectives in an Individualized Education Plan for the student. Instructional methods are assessed and modified according to the student's response to ensure appropriate programming. Review of progress is conducted at the end of each semester. The results are used to evaluate and modify the program as needed. Regression and recoupment of skills following school holidays are documented.

Educational staff includes special educators, occupational therapists, speech and language pathologists music therapists and recreational therapists. Each is licensed, registered and/or certified in their respective disciplines. In addition, trained teacher assistants, occupational therapy interns, and music therapy interns assist in maintaining a high staff-to-student ratio.

Educational areas are taught on an individualized basis with a focus on functional life skills, reading writing, mathematics and vocational skills. Our curriculum is on file with the Arizona Department of Education. The curriculum addresses the following areas:

Self-control - impulse control necessary for socially acceptable behavior; modulation of over-reaction/under-reaction to sensory input; ability to postpone immediate gratification to an appropriate time without dysfunctional emotional response.

Independent Living Skills - including but not limited to: ability to care for bodily needs, toileting, bathing, dressing, grooming, eating, and food preparation; care of clothes, room, eating utensils, equipment, environment, etc.

Community Survival Skills - including pedestrian safety, using a telephone, riding a bus (when possible), leisure skills (swimming, dancing, music, etc.), accessing public facilities.

Vocational Competency - including career exploration, developing work habits such as responding to and carrying out directions, finishing a task, pleasant attitude and behavior toward peers and supervisor, and work skills as needed for a variety of jobs.

RELATED AND ANCILLARY SERVICES

Occupational Therapy: Purposeful activities are used to promote development of individual capabilities in areas of play, work, and daily living skills. Sensory-based activities and experiences are used to enhance development and facilitate sensory integration. Helping the central nervous system integrate sensory input fosters social and cognitive skill building, leading to confidence and independence.

Speech-Language Therapy: Evaluation of pre-speech, speech, language, and communication skills are provided. Staff speech pathologists perform direct therapy and design communication programs for each child. "Total communication" is employed to support the child's existing efforts to communicate and to add new modalities; this includes sign language, gestures, and pictures. The Picture Exchange Communication System (PECS) has been very successful in helping children become independent communicators.

Music Therapy: Highly motivating, music therapy elicits responses in movement, learning, communication and social interaction that are often otherwise difficult to obtain. Music is a great facilitator for communication. Therapists find that many children can sing before they talk.

Vocational Training: Supervision of on-the-job training activities and paid work experience in the community is available.