Finding special education schools in New York City is not easy for any parents to a child suffering from Autistic Spectrum Disorder (ASD). We don’t blame you. No one should choose a school for their child without thorough research, autistic or not. We will try to help you a little to decide.

These are a few things that children suffering from ASD may need at a special education school in NYC. Rebecca School gives your child all this and much more. We have music therapy sessions, structured by our expert team. We have Quiet Areas near each classroom for when a student might feel the need for a refuge. Our academics are specially designed too. Our foremost goal is to move the child up the developmental ladder, rather than testing his/her memorization skills.

We understand the parent’s worry for the child. That’s why we have a number of facilities for the parents too; to make life easier for the entire family. We provide you with a social worker, who becomes a bridge between you and the school. You can contact this social worker for any emergencies too. There are parent support groups so you can share your experiences and listen to other parents’. We also have parent workshops to educate the parents about any relevant topics regarding their child. Choosing the perfect autism school for your child mustn’t be done with half knowledge. That’s why we give you a tour of our special ed school in NYC you can see our facility and the ongoing classes. Contact us for a free tour.

Again, these are only a few highlights of Rebecca School. For more details go through our website and don’t hesitate in contacting us! 

Children with Autism Spectrum Disorders are usually presented with difficulty in sequencing their actions according to their emotional intent and their desires. These children may have the desire for closeness but they experience difficulties in translating these desires into action. In other words, they possess the capacity for having a warm, empathic and loving relationship but the primary hurdle that most children with autism face is with their communication abilities and expression of emotions.

The DIR Model or the Developmental, Individual-Difference, Relationship-Based” Model was developed by Stanley Greenspan. It is a comprehensive and integrated model of human development explaining typical and atypical developments including autism spectrum disorders. This model focuses on:

·         “Developmental”- Six Functional Emotional Developmental Levels. 

 

·         “Individual-Difference”- It bears the assumption that children with ASD possess unique psychological, physiological, communication, neurological, motor and sensory processing differences. 

·         “Relationship-Based”- Relationship between the child and his/her caretaker is a central organizing factor playing a crucial role in their development.

The DIR model focuses on developing the fundamentals of relating, communicating, and thinking by focusing on more than just changing surface behaviours.  Since Autistic Disorders do not necessarily entail similar symptoms, problems in every individual are dynamic. In other words, we are not dealing with a fixed disorder that a child either has or does not have, but rather experience certain challenges in their ability of reciprocating emotions and establishing two-way communication to varying degrees.

The DIR model follows a method of assessment which:

• probes into the child’s developmental capacities, 

• probes into the child’s individual characteristics, and

• probes into the quality of caregiver-child interactions.

Since emotions play an important role in integrating all aspects of human development, the floor time therapy sessions focus on the development of language, intelligence, personality, and social skills through meaningful relationships. The sessions are developed while keeping in mind individual differences between students; The sessions follow the child’s lead and are built upon his/her natural interests. The interaction is established according to the developmental level of the child and is focused on repetitive interactive circles. During floortime therapy play sessions, the therapists follow the child’s lead to affectively utilize toned interactions through gestures and words.

The abilities of sharing gestures (both complex and simple) and problem solving are developed through abstract thinking and establishment of continuous circles of communication. Interactive play sessions individually address the core deficits of relating and communicating in a manner no other approach can. Interaction is the most crucial facilitating factor in promoting development of children with autistic spectrum disorders.

Autism spectrum disorder (ASD) affects about one and a half million people in the United States. Autistic Spectrum Disorder is a broad term under which there are 5 recognized types of autism. The term spectrum is used because the characteristics of the disorder occur differently in different individuals, varying from severe symptoms at one end to very mild development disabilities on the other.

This classification is used after the child has been diagnosed with autism. However as already stated, the characteristics displayed by a child may not be similar to the characteristics displayed by other children with autism. It is recommended that an ASD diagnosis is done after a child has attained the age of 3; Usually around this age is when the onset of the disorder occurs. While each child with autism is unique and exhibits characteristics in varying degrees, most children diagnosed with an autism spectrum disorder demonstrate deficits in social interaction, verbal and nonverbal communication, demonstrate repetitive behaviors or interests and highlighted responses to sensory stimuli by reacting strongly to light, sound, and/or motion.

At Rebecca School for children with special needs in Manhattan, our therapists understand the importance of viewing a child with autism as an individual with unique talents, interests, strengths, abilities and potential. In simple terms, our therapists focus on a child's strengths and talents.

Rebecca school in New York provides the support necessary for broadening of feelings and regulation of ideas, assisting students in climbing up a symbolic ladder. Our interactive play sessions uniquely address the core deficits of relating and communicating. Through interactions during play and conversation sessions children expand and elaborate upon their ideas, thoughts and feelings as well as learn to empathize with others as they put themselves in someone else’s shoes. The purpose of our program is to develop the functional developmental capacities which form the foundation of abilities of higher order.

Early interventions have been proven to be of critical importance in children presented with Autistic Spectrum Disorders. Rebecca School focuses on children with special needs who are as young as 4 years of age to individuals who have attained 21 years of age. We also offer a number of services for families and offer workshops and support groups for parents as well as other family members.

Our therapists provide more family-centered and inclusive environments to children diagnosed with ASD which is consistent with the principles and practice guidelines for individuals with autism. They focus on the most efficient behavioral and educational interventions catering to the developmental needs of children with special needs.

If a young person has ASD, they usually experience three kinds of challenges during their development. They are:

·         social difficulties 

·         difficulty with language and communication i.e. verbal and nor verbal forms of communication

·         difficulty with their behavior and in using their imaginative power

Children and young people with Autistic Spectrum Disorder can have strengths and weaknesses which vary from individual to individual. They will experience some form of communication related challenges. These can range from speaking very little to having subtle issues in regards to expression and communication. When your child is being assessed for Autistic Spectrum Disorder, it is important that their speech, language and communication skills are being carefully assessed to ensure a comprehensive diagnosis. 

At Rebecca School, we believe in helping students achieve their highest potential and understand that this requires an deep understanding of ASD, its characteristics and the importance of implementing and executing a successful program. As educators, we share a deep commitment towards ensuring that every student has the opportunity to succeed and achieve his or her highest potential.

Children do not grow out of ASD. However, with early intervention and good educational programs, students are making significant progress. Students with ASD are individuals who each have unique strengths and abilities. We believe individually designed programs best meet the needs of students affected by ASD. Students need to be learning and living in settings where they have plenty of opportunities to communicate and interact with others who possess the skills they need to develop or improve.

Involving families in planning their child’s educational program assists in improving the student’s ability to learn. Families are often able to provide additional opportunities for the student to practice learning skills after school hours. This also enhances the student’s ability to generalize skills to various settings. Students will be more successful in learning and generalizing skills when families and schools share a common approach, focus and goals.

At Rebecca School in New York we create communicative partnerships between home and school. These partnerships are developed through regular and frequent discussions about the student’s unique learning needs, their progress, and any adjustments to the educational program that may need to be considered. The learning process for a student with ASD is supported when the same skills and concepts are reinforced at home.

Parents are advocates for their child’s best interests. It is essential that they have opportunities to be as involved as possible in the ongoing planning of educational programs for students with ASD. At Rebecca School we advocate a strong partnership between schools and families as the foundation for a student’s ongoing, successful experience at school and beyond.

Studies show that children with autism are no different then children without autism, in terms of their Intelligence quotient (IQ). In fact, children with autism have proven to be better at numerical problem solving than children without autism at the same IQ level. These facts have been inferred from multiple studies conducted in the past. This specific study provides a glimpse into the unique capabilities and special abilities of children with special needs.

We understand that one of the major concerns of a parent of a child with special needs is his/her future and education. Should they be incporporated into the mainstream education system? Will they be able to provide for themselves in the future? Will they be able to secure themselves financially? Will they need special attention for the rest of their lives? Some autistic children can receive mainstream education, but only after some measures are taken by both the school and the parents to accommodate the child within the existing curriculum. These students will need to be given special support, extra attention and extra books and additional learning tools. Different teaching methods may need to be implemented and extra time for submission of assignments and projects may be required. These are just a few examples of the measures a school can take to accommodate children with autism. Particular psychiatric and neuropsychological reports must be generated on a regular basis to ensure that the child is experiencing a positive educational experience and that all of their needs are being met.

While some special needs children can be accommodated within mainstream schools, it is important to remember that for an autistic child to receive the best possible education, the educational program should be dynamic and open to being individualized according to each student's specific abilities and needs. Even if your child is not able to receive mainstream education, do not fret. In many cases, most of the students can still make a career out of their strengths and special talents, but only if the right educational system is applied and attention is given to the student's strengths and progression within the program.

At Rebecca School, a school for autistic children and children with special needs, we design our curriculum according to a child’s mental and developmental requirements. We keep our academic system very flexible to allow it to be modified according to a student’s functional capabilities. This creates a unique educational program for each student. We educate our students to help them move up the Functionally Emotional and Developmental Capabilities (FEDC) ladder. 

The academic structure we follow is imparted in a therapeutic manner. It is done in a way that students can relate to. In mathematics for example, our focus is on measurement, number series, and time/space - emphasizing on process over product. In the literary field, our texts encourage them to comprehend, predict and infer from the poems and stories we present. We attach science to each student’s own surrounding, which helps them relate to the subject as well as grasp the happenings of their surroundings, explain and express them. Autistic children may find it difficult to communicate with people. Through social studies, we help our students learn to relate and communicate with the world around them, with a constant focus on comprehension and not memorization. We invite you to visit our website to learn more about Rebecca School and schedule a tour to visit our community in person.