|
|
|
|
|
| Developmental Learning Centers | ||||
| Mission: The Developmental Learning Centers (DLC), administered by the Morris-Union Jointure Commission, provide a public school program based on the principles of applied behavior analysis for students with autism or autistic-like behavior. Applied behavior analysis involves analyzing a skill and breaking it down to small tasks taught in a structured and hierarchical manner. A very important aspect of applied behavior analysis is reinforcement. |
|
| Students
are served by the following staff: |
Students learn through the following strategies and resources: |
|
|
| Students’ programs include: | |||
|
|
||
| Adaptive Physical Education | |
| The adaptive physical education program fosters development of students' gross motor skills. It also promotes physical fitness, fundamental movement and game/leisure skills. Activities include swimming, T-Ball, kickball, soccer, volleyball, basketball, obstacle courses, bike riding, and gymnastic activities. Students are encouraged to develop an interest in and lifetime commitment to physical fitness. | |
| Cafeteria |  |
| Each DLC has a full service cafeteria which, in addition to serving a variety of healthful foods, provides the opportunity and setting for staff members to teach daily living, social and vocational skills. |
| Community Based Instruction | |
| Students visit community sites such as the local supermarket, post office, library, and restaurants to practice skills learned in the classroom. They learn to interact with community members and to access goods and services. These activities help students increase their independence and improve daily living skills. |
| Computer Assisted Instruction |  |
| Educational software supplements the academic curriculum and is used to teach keyboarding, data entry, order processing and graphics design. Assistive devices such as special keyboards, touch screens and talking word processors are used to facilitate use of computers. |
| Job Sampling | |
| Job Sampling provides training in community work environments for students between the ages of 16 and 21. DLC staff accompany students for skill assessment and on-the-job training and support. Job sampling in a variety of settings enables students to practice important work, communication and social skills. | |
| Occupational Therapy |  |
| Occupational therapy addresses the functional needs of the student related to the performance of academic, self-help, vocational and leisure/play skills, as well as sensory impairment. Each student receives two integrated sessions of occupational therapy per week. The integrated model provides hands-on instruction by an occupational therapist with assistance from classroom staff on the development of functional skills. |
| Speech/Language | |||
| The speech/language program stresses a multi-faceted approach to communication. This may include instruction in the use of oral speech, oral motor therapy, pictures, written communication, picture exchange, keyboarding, signing and/or augmentative devices. Each student receives two individual sessions and two integrated sessions of speech per week in the classroom. Speech/language specialists and classroom staff meet regularly to plan and update speech programs. | |||
| Vocational Education |  |
Vocational education teaches students the skills they will need for employment in the community. Specific job skills in the areas of clerical duties, custodial work, food service, manufacturing, horticulture, and sales are emphasized. Appropriate job behaviors and student independence are stressed in this program. |
|
The
DLCs Offer Parent Resources and Support |
|
The DLCs offer support to parents, caregivers, and others who interact with DLC students. A series of parent training workshops presented by the DLC staff include topics such as the Pervasive Development Disorder (PDD) spectrum, learning styles of students with autism, behavioral teaching methods, and techniques that decrease negative behaviors. These sessions are designed to help those involved with a child diagnosed with PDD learn about the disorder, interact with professionals who work with children with autism, and gain the support of other parents in similar situations. |
|
