Special Education

Aspergers/ Autism

Aspergers and Autism

Early introduction, from birth to age 3, to Montessori dramatically impacts a child because their absorbent minds are the most flexible and open to change. The prepared environment and the predictable daily routines of the Montessori classroom offer stability, reduces anxiety and creates a concrete experience which are the best way to lead children into abstract ideas. The Montessori materials provide hands-on learning and continuous stimulation which promotes multi-sensory engagement from all students. In our Montessori environment, we focus on the child’s strengths and abilities. We do not label the child because of the limitations it creates.

 

Once introduced early, our school has great results with children with special needs because their confidence grows within in themselves, their abilities to complete the work, and also their abilities to make connections socially, physically and emotionally. A child with high functioning Autism and Asperger’s tend to respond well to the Montessori Method because they benefit from watching others around them. Our lessons on grace and courtesy allow children the opportunity to learn and practice appropriate social interactions. They learn conversational skills, how to make eye contact, facial expressions, and body language. They will also watch other children use materials before they themselves choose to participate.

 

We firmly believe that every child deserves an opportunity to join our program. However, children that require one-on-one, have extreme behavior or academic needs, or are in a self-contained classroom, we will not be able to serve.

Montessori Method

Uninterrupted work cycle
Does not disturb concentration
Clear signals/ clues
Quiet environment
Community built into curriculum
Hands on sensorial based learning
Mastery for outcome
Vocational work skills taught
Use interest as motivator
Allows physical work/ therapy
Individual lessons common in classrooms
Allows therapists in classroom
Extremely orderly environment
Same class for a three year cycle
Same classroom for most of the day
Teachers come into preset learning environment
Curriculum Follows student interest
Student responsible for gardens/ classrooms/ animals
Animal interaction develops trust

Traditional Method

limited time for classes
bell rings interrupting flow and concentration
broken patterns
loud, disturbing environments
little socialization
abstract text books introduced too early
busy work or memorization
memorization for diploma
denies interest due to group need
conformity driven
almost all group lessons
remove for special needs
unknown/ changes regularly
changes teachers and friends yearly
different classrooms for each course
students change environments for each course
Conformity based curriculum
Little responsibility or ownership

School Sponsors