Autism is a neurodevelopmental disorder that has been on the rise since the last few decades- the indicative symptoms manifest themselves in a number of ways that differ from person to person. For most cases, the symptoms become identifiable at the age of about three to five years. Numerous clinical studies have been performed on autism spectrum disorder (ASD), autism and Pervasive Developmental Disorder - Not Otherwise Specified (PDD - NOS). One important lesson learnt from these studies is that early identification and intervention are crucial to help the child on the spectrum overcome all the challenges.

The singular cause of autism is not known as yet but it is known that it originates in the brain. At present, we do know the reasons behind why and how early intervention is effective for autism spectrum disorder.

Given below are a few important aspects of autism therapy that have been proven to be true by more than one clinical research:

The Earlier Intervention is Received, the Better

It is a well-known fact that early intervention produces greater gains for a child on the autism spectrum. There have been several studies on early intervention as well that enroll young children who are at high risk of developing autism. These studies, though still in the preliminary stages, are definitely promising. Observing the popular trend in the autism schools that the children who receive appropriate instruction and assistance sooner show better response, it can be said that the results of the aforementioned study should be encouraging.

The Regularity and Frequency of the Therapy Received by a Child Matter

There has never been any doubt about the fact that the therapy received by a child will be increasingly beneficial when the duration of the therapy session is increased. This means that parents with children on the autism spectrum should look for practical ways to increase the number of hours a child actively spends engaging in therapy sessions. In most of the leading schools for autistic children, therapy forms a significant part of the regular day at the school.

Parent Participation is Crucial

An effective way to maximize the outcomes of therapy and intervention is to extend the practices and teachings of the intervention received during therapy sessions and at school. Recent studies related to continuing the practice at home uphold the fact that when the therapy opportunities extend to more diverse environments like home due to parent participation, the benefits of any professionally administered therapy get enhanced.

We all are reluctant towards accepting changes in life. As for my child, it is more difficult since he has autism. While bringing him up wasn’t too much of a challenge for me until now, things were about to change soon.

It was time for his admission into an autistic children’s school.

In a meeting, a month before he was due to start school, we were told that it was usual for autistic children to get cranky when their morning routines before and after joining school did not coincide.

In order to prepare my child for school, I started by making small changes in his morning schedule.

As per the designated counselors at the autistic children’s school my son was due to join, children on the spectrum find it easier to adapt to a major change in multiple small steps, than to a single drastic change.

Following this logic, I started by changing his wake up time to an hour earlier as he would need time to get ready and have a healthy breakfast before leaving for school.

The second change I made was a big one.

I slowly introduced visual learning sessions to increase his grasping abilities. This would help him in paying attention and responding well in school.

According to the teachers at the autistic children's school, if students do not develop grasping and learning capabilities in advance, then sudden changes make them a little irritated and their interest tends to waver in class.

It was also essential to work on his social skills before he joined school as he would be learning alongside other kids, and this could make him uncomfortable.

Hence, in afternoons, I took him out to the park so that he could play with other kids.

These tips from the counselors and teachers at the autistic children’s school really helped in making the transition smooth for my child.

Now, he is comfortably settled in his new life and with the associated changes.

Contrary to popular belief and myths, special education is more than merely teaching children with special needs to read and write. It goes beyond all that and includes many other aspects that contribute towards the development of key life skills required later in life.

Some special education schools in NYC are a perfect example for this fact.

These schools are not just involved in imparting the basics of math, science and language along with helping special children overcome their sensory, emotional, physical, mental, or social needs; these schools help such children become empowered and confident individuals with talents that can help them become leaders in whatever field or career they venture into.

Along with special accommodations and provisions, children with unique learning needs require unhindered love, care and affection from their educators and instructors. It is not to be confused with spoon-feeding which is a wrong practice as children also need to be taught to be independent.

Constant appreciation and encouragement, even for the smallest progress and achievement help a child with special needs perform better and feel inspired to do even better.

Teachers at some of the special education schools in NYC make sure that every effort made by their students are recognized and appreciated.

Children are also encouraged to perform simple daily activities and tasks on their own with little or no help from the teachers or teacher assistants in class. It might get challenging in the beginning, but with practice and encouragement, nothing is impossible for these children.

With renewed self-confidence, children with special needs are encouraged to be more ambitious in life and to set high goals for themselves based on their interests and capabilities. 

The support, love and motivation of their parents as well as of their teachers help special children take on every challenge they may face and triumph over them.

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.

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.