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Support Services

Social and communication skills are impacted by autism at the moderate level so early and on-going intervention is critical to our students’ success. Practice opportunities of appropriate skills are integrated in a variety of ways including accommodations to classroom instruction. Modeling of instruction in social skills is implemented throughout the school day and through contrived situational teaching experiences. In addition, a wide range of support services are provided by highly professional and licensed professionals, including speech and language and occupational therapy as designated by the student’s IEP. Transition teachers provide guidance and support to assist all students in their transition from the school setting into the work environment.

More situational teaching is given during Recreation Club. At Rec Club, students visit classes where they learn new ways to socialize and interact with various instructors and support staff while learning to engage in a repertoire of leisure and recreation activities. These classes are formed based on age and needs but are specifically designed for students to expand their areas of interest. Classes are fun and involve both structured and unstructured activities.

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Support Services Fast Facts

RANGE OF CLINICAL INTERVENTION METHODS

to address social emotional concerns

MULTI-DISCIPLINARY APPROACH

Including the OT, the teacher, and the teaching staff

RANGE OF INTERVENTIONS

To include push-in and pull-out methods

INDIVIDUALIZED ATTENTION

to address specific areas of need

THERAPISTS IN THE ENVIRONMENT

to observe and intervene with support of classroom staff

ADDRESSES INDIVIDUAL NEEDS

Include articulation or pragmatic skills

PROVIDES SENSORY SUPPORT

Fully equipped Sensory Integration room & in the classrooms

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Speech & Language

Students with language and speech services listed on their Individualized Education Program (IEP) receive intervention by a licensed speech-language pathologist during the school day. Language and speech services may include functional communication, expressive, receptive, or pragmatic language interventions. Language and speech services are tailored to the needs of the student as determined by the IEP team. Our speech-language pathologists work closely with teachers to provide a collaboration concerning the students’ needs. Depending on the area of need, the speech-language pathologist may use activities or materials from the classroom in their interventions. Teachers and support staff are taught strategies by the speech and language pathologist so skills can be modeled and encouraged throughout the school day. Speech and language professionals are well versed in Augmentative and Alternative Communication (AAC) to support the student’s individualized needs. Aided communication, may include, sign language, communication boards, pictures, speech generating devices, tablets, software programs with digital recording systems to augment communication. Parents are trained by the speech and language pathologist so these supports can be used across both the school and home environments.

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Occupational Therapy

Students with occupational therapy services listed on their Individualized Education Program (IEP) receive intervention by licensed occupational therapists during the school day. Occupational therapy services may include fine motor, visual motor, visual perceptual, motor planning, or sensorimotor interventions. Occupational therapy services are tailored to the needs of the student as determined by the IEP team. Services support a student’s ability to participate in desired daily school activities, including vocational experiences. OT may include sensory supports in the classroom, sensory room or both. Occupational Therapists work collaboratively with the behaviorists, teachers and support staff to promote positive behaviors necessary for learning.

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Behavior Support

Behavior supports are provided by teachers, support staff and behaviorists throughout the school day. Behavior support plans are developed by licensed BCBA’s and implemented in the classroom to address a student’s behavioral and/or social challenges that impede the student’s ability to successfully access the curriculum. Teachers monitor areas of progress and modify the behavior support plan in consultation with the BCBA staff, and school administration.

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Latest Blog

Why The First Day Matters

Why The First Day Matters https://sunriseschool.net/wp-content/uploads/2023/08/WhyTheFirstDayMatters-600x600-1.jpg 600 600 [email protected] [email protected] https://secure.gravatar.com/avatar/0ac184aa0153e0537749279723b93ba0?s=96&d=mm&r=g August 17, 2023 August 17, 2023

Why The First Day MattersIt’s the first day of school.  Is your child ready to go at 7:30 am, or are they still in bed, pleading a headache? After enduring a challenging period of uncertainty and adapting to new norms during Covid, the first day of school in a post-pandemic…

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