Special Needs School in New York City

Schools that specialize in imparting education to kids suffering from Autism offer programs that are highly beneficial to students that are o the spectrum. While these benefits are many, we will focus on a few of them in this post.

A Loving and Caring Environment

Teachers in these schools are specially trained and the infrastructure of the school is specially designed to handle and work with autistic kids. The focus here is to handle mental and social developmental issues that are known to be associated with autism. These can include having the kids perform repetitive tasks such as stacking or arranging items in a particular order. These activities help students understand and hone their organizational skills which prove to be beneficial to them throughout their lives.

Emphasis on Interaction

These kind of special education programs focus mainly on the student’s ability to interact. As most kids suffering from autism find it difficult to interact, they can easily feel discouraged or defeated. This is the reason why in such schools, lessons are fragmented so as to allow individual learning at an individual pace. Over time, students develop better social skills and find it much easier to interact with their teachers, parents and friends.

A Different Approach

The overall well-being of the child must be taken into account when evaluation each child's progress. Academic levels can also tank when a student may be having a hard time emotionally. In such situations autism schools can be highly beneficial as they are specifically trained to handle these type of situations and be aware of each student’s emotional condition on a regular basis.

Lastly, talking to family and friends who know may have had to deal with similar situations can be highly beneficial. Other related resources can be found online as well as in specific autism related centers. Keep an open mind and always make sure you are listening to your child for feedback, as well as inspiration!

My friend lives in NYC. Her son has a learning disability and needs to be enrolled in a special needs school in NYC as his preschool days are almost over. Unlike my daughter who was really excited about her new school, this child was terrified. Seeing him fret and fume over this transition, I realized this change is challenging for children with special needs. Therefore, I decided to write about it and provide a few possible solutions for this situation.

Break the Ice as Early as Possible

It's important that parents to children with special needs inform their child of the upcoming change as early as possible. Let your child know at least a month in advance before the transition is supposed to take place. It will be easier for your child to accept the fact that he/she has to leave the preschool and head to a special needs school. They may get excited about it (which would be great), but if the child faces anxiety, sadness, or any kind of discomfort, you will have enough time to help him/her deal with the upcoming transition and paint the event in a positive light. You can make it more exciting for them by engaging them in special, related activities such as creating a photo book documenting their time at the preschool or putting together a list of all of the wonderful activities they will be able to take part in once they start attending their new school.

Visit to the New School

Although special needs schools in NYC are very friendly, it is important to tour the school personally at least once or twice with your kid in advance. Helping them gain an insight into the environment that he/she is going to spend the coming years in will help them get comfortable with the place on his/her first day at school. It will also help them deal with any ”first day jitters” and allow them to develop a positive outlook into their future in the new school.

Set Your Expectations

Having unrealistic expectations regarding your child's first few days at the new school is not beneficial for you or for your child. You know your child best and hence your expectations from his/her must be set while keeping in mind both their strengths as well as their weaknesses. Discuss these expectations with your child and engage them into sharing their own expectations from the upcoming transition with you.

Last but not the least, teach your child that transition is an indispensable part of their lives. Help them develop into becoming someone who welcomes any kind of change with an open heart and an open mind.

For special needs children, the world can be a rather crude and incongruent place. At times it may feel like the world does not understand them nor do they understand the world. Various types of disorders can be found in children, one of which is Autism. People seem to have a number of preconceived notions about Autism. This is partly due to lack of knowledge and infrastructure when handling such special children. Hard work and loads of patience on the part of both the teachers and parents go a long way in bringing such children into the folds of the so called “conventional” society. While there are some who refuse to accept the fact that such children can be greatly assisted when dealing with their ailments, there are many who believe the opposite to be true, and work day and night towards making the lives of such children a better, brighter one.

Causes of Autism

A lot of research has gone into finding the causes of Autism but as of yet no conclusive findings have been realized. Some of the reasons that have been supposed to be causes of Autism include genetic, cognitive and neurological. The most common symptoms of Autism include repetitive behaviors, difficulties in communication both verbally and non-verbally and problems pertaining to socializing be it within the general society or as part of peer groups. Yet, this does not in any way mean that these children cannot grow up to realize their full potentials, make their own identities and shape their own careers.

Autism Schools in NYC

A number of schools in NYC offer special care and professionally curated programs that cater to children who suffer from Autism. These schools cater to the unique needs of autistic students, are run like conventional schools and are open for both boys and girls. To find which autistic school in NYC is best suited for their children, parents can take tours of potential schools, talk to teachers and therapists, and get a better idea of which program is the best fit for their child. These autism schools in NYC provide a plethora of activities, some of which include obstacle courses and sensory experiences. Emphasis is also put on the creative arts as many autistic children tend to display heightened creative interests and abilities. The teaching methods employed by these schools offer as emphasis on thinking based skills rather than routine learning and memorizing.

As a parent to a child who suffers from Autism, it's important that you thoroughly research the various academic options available for your child. Visit as many Autism schools as possible, do your research and make sure that the programs offered to your child compliment their unique needs and interests.

Yesterday in the subway, I met a special child. His cute smile, quirky eyes and the lovely voice he spoke in.. He was indeed special. After coming back home, I thought of children like him and realized that we so-called ‘normal’ humans, in chasing what is called a ‘normal life’, have somewhat forgotten about them. Regrettably, some members of our society perceive them as a burden, a problem. But I believe that children with special needs are not a problem at all. In fact the problem lies within our own society who perceives them as abnormal. I feel that all of us have the responsibility to make this world a better place for everyone, including them. A world where they can shape their own lives the way they want. For that, we need to help people become educated and aware of the major developments that are happening in the world of special needs services. Specifically, I recently learned about the DIR model (developed by Dr. Stanley Greenspan) that can help them become the best version of themselves that they can be. Many highly successful members of our society suffered from developmental delays. One example that comes to mind is Stephen Hawking, the famous physicist who became a leader in his field despite his disability.

‘D’ stands for – Developmental. According to the DIR model, there are six developmental levels that are quintessential for a child’s emotional as well as intellectual growth. These include two-way communication, complex communication, emotional and logical thinking, self-regulation and interest in the world, emotional ideas, intimacy, engagement and falling in love. So, ‘D’ denotes the method to identify the developmental stage the child is in and accordingly design his education plan.

‘I’ stands for - Individual differences. The model believes that there are certain unique qualities and talents that every child possesses. Each child is different in the way he/she responds to any given situation. The model thus recognizes and gives due significance to the individual differences that all children have. Hence, their way of learning should also be designed differently. Each child must be dealt with individually and should not be compared to others.

‘R’ stands for - Relationships based. It is an integral component because if you want to be helping a child with their emotional or cognitive development you first need to know how much he/she are comfortable with other children, their parents, caretakers, therapists, etc. This approach focusses on increasing self-esteem as well as the confidence of the child.

Floortime is very crucial element in the DIR model which is used for applying the model into practice. It accredits a greater role to the parents and family members in the development of the child as he/she have an emotional relationship with them. In the words of Stanley Greenspan, “Floortime is the cornerstone; the engine that drives the DIR model and drives the developmental process.

When I started my carrier, I haven’t heard about ‘floor therapy’. For me, like most others, “floor” was only a simple surface which witnesses continuous foot traffic all day long. From a dirty walking surface of caves to many layered and imported stone-wood-metal-concrete floors, today's floors are varied and offer advanced features with the help of modern technology. That was all I knew. As I began working in the Autism field, my research introduced me to the intriguing work of Dr. Stanley Greenspan, and specifically the Floortime Approach. It never crossed my mind that a floor can be a source of rejuvenation, repose and relaxation. That it could bring back tranquility to many individuals.

It’s fascinating how babies enjoy their time on the floor, exploring their own world. On the contrary, as adults we are so busy with juggling our social and professional lives, that we have lost the magic and joy of play time. We hardly have any time to get down on the floor and play with our kids. Being a counsellor, I have come across many unsettling beliefs and opinions that adults hold when it comes to the value of such activities. Parents who discover that their child suffers from neurodevelopmental delays are often baffled with the many studies and researches available on this condition on the web and beyond. Many of those studies question the effectiveness of floor time therapy. How can floor time help them understand their child? How can playing on the floor help their child in terms of achieving developmental goals? To an extent, it’s not their fault because in today’s world we tend to focus on the end result of any given process, rather than on “the journey”. So much, that we have forgotten that there is a ‘process’ on the way to the “result”.

As a counselor my role is to suggest therapies, developmental pediatricians, neurologists and most importantly schools to my clients that will help their child understand and meet his/her unique needs. My preference has always been a school that follows the DIR model, such as the Rebecca School in New York City. Following Dr. Stanley Greenspan’s floor therapy, schools that follow this model encourage educators and parents to follow their child into his/her world. Instead of instructing children that they will be doing one exercise followed by another activity, the faculty at institutions that follow this model pay attention and understand the behavioral pattern of each individual child. They communicate with them, obstruct them playfully and persuade them towards their goal.

Every time I visit schools that follow the DIR Model (Such as Rebecca school) I am left spellbound by the unparalleled enthusiasm and positivity of the therapists, trainers and special educators. The vibrancy of both the parents and the children participating in floor time therapy activities is always very inspiring for me to witness. Floortime therapy is not just an another approach developed to help children with autism but a model that offers long lasting benefits that go beyond a regular day at school.

Before signing off, I would like you to have a look at this awe-inspiring video of Katy Perry performing live with 11 year old Jodi who is fighting autism. And always remember that beliefs hold weight only when you decide that they are true. Believe that your child can pursue any dream, breaking off all the barriers of neurodevelopmental disorders along the way.

Each in his own opinion

Exceeding stiff and strong,

Though each was partly in the right,

And all were in the wrong!

These lines from John Godfrey’s poem apply to our understanding of autism as well. In relation to Autism, the interpretation and attribution are inextricable in a way because there is much more to it than science. For a child with autism, their condition is not a disease or illness but a long term symbiosis rather than a temporary alliance. They have their own perspective of doing things that can change the way we ourselves see and do things. Autism brings to life fresh insights and a perspective that offer us a new way of looking at, and interacting with certain life situations.

In many cases, autism is diagnosed on the basis of certain behavioral patterns like issues related to socializing and bonding with others. We all have a natural – intellectual gift. We can figure out what other people may be thinking on the basis of different cues that we pick up from their actions and body language. Children with autism have problems with these types of intellectual abilities that may lead to difficulties they face in forming social relationships and bonding.

Autism schools provide tailored programs for children with neurodevelopment disorders that focus on the variations in individual motor and sensory processing systems. When educators, trainers and parents work together to deal with students with ASD, the children can develop a remarkable sense of resiliency and, over time, develop tools and strategies that can help them in dealing with others.

The main challenge that educators and trainers at any autism school in NYC have to face is to develop a sense of affinity among the children with neurodevelopment disorders. Through an individualized training plan an educator can help them relate to their friends, family and teachers with meaningful and emotional words and gestures. To nurture children’s social and academic growth, it is important to work on their weakness and difficulties rather than focusing only on strengths.

When adapting this type of approach, we can all free ourselves from the bars of narrow-mindedness and offer these children ways to further their personal development.

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