Our focus in Jupiter class is building independence and confidence through engaging, functional learning opportunities. Students are learning through interactive teaching experiences, incorporating technology and movement. We encourage creative thinking and foster the importance of student voice. Lessons in Jupiter are differentiated to suit the individual needs of the child, whether they be physical, social, emotional or academic - we encourage our learners to strive for independence.
Here in Saturn Class we are very kinesthetic learners, we learn best through using our senses. We enjoy feeling, tasting, smelling, listening and especially moving! You might often see us wiggle, tap, swing and bounce - we just love to move! We are physical learners - the things that we DO are the things that we learn. We express our learning best projects, games, skits, building blocks, art and other creative mediums!
In Mars Class, it takes strong structure and firm foundations to help us to achieve our potential. Carefully planned lessons incorporating group and individual activities are carried out throughout the core curriculum. With tangible resources we can really get to grips with our own learning and understand what is being taught. We work best in a fairly low arousal environment as often we are easily distracted away from the task at hand - it is of upmost importance that we try our very hardest to remain focused!
Our Student has an ABA based classroom staffed with two Masters level teachers from The New England Centre for Children (NECC).
"NECC’s curriculum is based on the principles of Applied Behaviour Analysis (ABA). ABA is the application of information about learning and motivation to help people with everyday problems. It provides scientifically-derived interventions to overcome the learning and communication deficits and behavioural excesses of individuals with autism and other developmental disabilities. ABA provides NECC with proven methodologies, based on positive reinforcement, to teach skills across a student’s day: at home, at school, and in the community. We use many different methods including task analysis, discrete trials, incidental learning, and other proven curricula that best suit the individual student’s learning style.
Data are taken before and during treatment and ineffective interventions are revised quickly to ensure continued progress. Skills are taught systematically across teachers, parents and settings to insure generalization and maintenance in less structured environments" (www.necc.org)
Our student joins his peers for parts of the creative curriculum throughout the day to work on generalization of his skills, communication skills, and to work collaboratively with peers.