As the seasons change, our students in our Supported Pathways Learning Center are working together with their Instructors to create art about the differences between the seasons. Change is exciting! We get to look forward to new things at the turn of each season: leaves and temperatures changing, plants growing and then blossoming.
Like plants through spring and summer, our enrollment has grown as we entered this new academic season, and we are so excited to watch even more students blossom into their full potential with us. One season can make such a difference! We've seen so much beautiful growth in our returning students and know that the same is in store for our newcomers as well. A little change, a little creative innovation goes a long way - especially in an academic setting.
We were told - before we launched our Supported Pathways Learning Center - that we had to lower our expectations. We were told that it wasn't possible to truly reach every learner in typical academic settings.
Maybe you've heard the same message from traditional schools:
That there's only so much flexibility a typical classroom can have.
That a single teacher can't truly meet all the needs of all of their students.
That schools have to focus on what will bring the most benefit to the most students.
And we think that's all true.
So we decided to do things differently.
We looked at the roots of the problem:
Classes that are large and leave no room for individual attention.
Teachers who are isolated and under supported.
A focus on overcoming deficits rather than embracing value.
We changed everything.
We keep the classroom intimate by maintaining a low number of students per room and by using small groups for activities. This achieves several things:
More room for students to be comfortable. All students need the freedom to move - our students thrive on it!
Our students know they can stretch and stim as they need to. They can choose between different seating options and select from a range of sensory devices.
They also have plenty of individual space and access to noise-canceling headphones so that they aren't distracted by other's activities.
Whether sensory seeking or sensory avoiding, our students can advocate for and fulfill their sensory needs so they can focus comfortably on their academic progress.
More individualized attention. Our low student-teacher ratio means our students are seen.
If they need to take a break, staff are available to go on a walk with them. On these walks, our staff ask them about their interests, what's on their mind, how they're feeling, and so on. Our students know that the adults in the classroom value them for who they are. This also lets them practice social interactions and conversations with people they are comfortable with.
Our staff can also readily detect when a student may need a break and help them identify and self-advocate for that need. This is far easier in a small group setting than a large classroom with thirty or more students to attend to at once. Our students don't fall through the cracks while their instructor is engaged with their classmates because...
We equip our instructors with all the resources they need. We do this is several ways:
Enhanced Training and Peer Support. Our Instructors are equipped with extensive, specialized training to understand the experiences of those on the autism spectrum and to ethically address the functions of behaviors. We provide in-person access to our own master's level behavioral experts who have a deep understanding of both behavior science and our students. From the foundation of this support, we ensure that our Instructors are able to interact effectively with confidence and empathy. This guarantees two things:
Our instructors are able to facilitate growth in positive ways and ...
Our students feel respected and empowered as they focus on academic success.
Quality Materials. Our curriculum, class structure, and student progress are reviewed and managed by our own Licensed Elementary Educator to ensure quality education that reflects state standards. Our classrooms are stocked with a diverse wealth of accommodating materials so that our Instructors and students always have access to whatever they need even if those needs shift from one day or moment to the next. We've intentionally selected and invested in these resources because we wanted to make sure...
We build an environment based on respect for the unique qualities our students possess. Our goal is to affirm and amplify the value they hold.
Rather than trying to move all students through multiple subjects at the same rate, we expect that each student will progress at their own pace. In subjects where they naturally excel, we free them to progress quickly so they aren't bored by unnecessary repetition. In subjects where they need more time and support, we provide both.
We look for ways to engage with their interests and uplift their skills. Our smaller class sizes make this level of attention to each individual far more achievable than in a traditional classroom.
By changing the environment, the support, and the perspective, we've created the type of learning space all quality educators want to achieve.
We were told we had to lower our expectations.
Maybe you've been told that, too.
But we know that doesn't have to be true.
Find out how your child can access supportive education in our neurodivergent affirming environment! Contact our Licensed Elementary Educator and Managing Director at Courtnie@PartnersinAutism.com
Also ask how you can use ESA funds for this and other services!
Comments