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.