Programs
2012-2013 Kindergarten - 12th grade
Pieceful Solutions uses a variety of teaching modalities as needed by each child:
• Individualized curriculum
• Instruction using the principles of Applied Behavior Analysis (ABA)
• Visual schedules
• Transitional aides
• Functional total communication – PECS, ASL and Augmentative communication all accompanied by verbal communication
• Social Skills
• Generalization training and community activities
• Independent life and play skills
• Sensory diets
Students can be placed in the various rooms depending upon their IEP. The goal for each student is that they be taught where they can be successful.
Students receive direct instruction described below.
Students are placed in classes of 10-14 children and will be grouped into smaller groups during academic times based on functional level and language model support needs.
Social and academic classrooms
These rooms are for our higher functioning students, typically with lower language/sensory needs. The students in this classroom have been unsuccessful in the regular education setting and require a highly structured environment. These students are taught academics, social skills and daily living skills, as needed. Student's in this classroom may have high functioning autism and/or Asperger's. Anxiety is often high in many of these students. Strategies are used within the classroom to help reduce anxiety and build confidence. Strategies such as consistent schedules, reduced auditory and visual stimuli, simplified directions and modified assignments help these students cope and learn. Students are comforted by being with other peers like themselves. Those who struggled making and keeping friends in general education make many friends in their resource room. The students then gain the confidence and skills needed to generalize and be with their non-disabled peers. The classrooms physical set up is modeled after a typical regular education classroom, with the exception of areas for sensory and a place to calm down, or take a break, when needed. All classrooms are staffed by a certified special education teacher and 3-4 instructional assistants. These educators were specially selected because of their unique qualifications, talent and patience in working with students with Asperger’s syndrome/Autism Spectrum Disorder.
Sensory
Sensory integration plays a crucial role in the
regulation of each student’s sensory
system to allow them to learn better. Sensory integration is the process
by which the brain organizes and interprets sensory experiences such as touch,
movement, body awareness, sight, and sound. It is sensory integration that
provides a crucial foundation for more complex learning and behavior. Students
can choose to jump on the trampoline, take a walk, listen to music, wear a
weighted vest or utilize other activities to get sensory input. Lights are kept
low and natural lighting is used as much as possible. Noise cancelling head
phones are available for those with auditory sensitivity. Students may sit on yoga balls or "sit discs" while working.
Fine
Motor
Students
will work on strengthening their fine motor skills and improving their hand writing.
This is done throughout the day during all academics. Special lined paper can
be used to help with word and line spacing as well as pencil grips to aid in
appropriate grasp. Handwriting without Tears curriculum is used to fine tune writing.
Gross
Motor/Physical Education
Students have
the opportunity to attend recess daily where they play unstructured
activities with peers on the play ground equipment. They also have
planned structured games such as kickball, basketball and tag.
Social
Skills/Speech therapy – teacher is a
certified SLP
Speech-Language therapy is provided by a certified Speech-Language Pathologist. Therapy is provided based on each child’s Individual Education Plan (IEP). Therapy is provided both in small pull-out groups as well as larger in classroom groups. Therapy approaches included literacy-based themes, augmentative and alternative communication, Relationship Development Interaction activities, and positive behavioral techniques. The Speech-Language Pathologist works closely with the classroom teachers to follow themes and activities done in the classroom to provide the most opportunity to use their language skills.
Academic – teacher is a
certified special education
teacher
All academics are taught at each child’s own level for each
subject. Students are then taught at their level with supplemental or intervention curriuculm as needed.
Touthpoint Math is used for math-
Kaleidoscope SRA is used for reading -
Language – teacher is a
certified SLP
Skills worked on, but not limited to receptive language, verbal
imitation, requesting, labeling, syntax and grammar.
Community
Students will have the opportunity to travel into the community
once a week to learn life skills such as safety in public, consumer skills of
purchasing and social skills of personal space of others in public and
appropriate public behaviors.
Specials
Music Therapy-
The music therapy groups present activities that encourage participation in tasks that promote verbal and non-verbal communication, fine and gross motor movement, socialization and cognitive skills. Through the use of singing, instrument play, filling in blanks, call and response games, following directions, dancing, and using props, the groups have a lot of fun while interacting with their classmates.
Karate-
This traditional Chinese Kenpo Karate class is designed to teach the kids self-defense, respect, coordination, build self-confidence, as well as an opportunity to improve physical fitness. An extra emphasis is made of the ‘when’ and ‘where’ using karate is appropriate. Class material includes: stances, punches, kicks, blocks, karate techniques, and kata.
Students work on and practice for a “show” once a semester. The show is put on for their family members and friends.
Yoga-
Jeanette Runnings, OTR/L, KKY, RCYP1-2
Yoga-Yingo kids and family yoga classes and yoga games
480-633-7199
High Language and Sensory Needs Classes
These classrooms have been developed for students with high sensory and language needs and possibly lowered functional levels. Students in this classroom are taught utilizing the Picture Exchange Communication System (PECS). Students are assigned to very small groups and rotate different stations throughout the day. A student’s day is very structured and students are taught academics, social skills, and daily living skills. Students who qualify also receive speech/language therapy, occupational therapy and physical therapy, as needed. This room is staffed by a certified teacher and 4-5 instructional assistants who were chosen because of their qualifications and talent for working with children with multiple challenges.
Each day every student will attend each of the “classes” and receive direct instruction described below. Each class is approximately 30 minutes.
Music and Movement (M and M)
Music and movement will be done first thing in the morning involving all students. Curriculum is created by certified special education teacher. M and M is created to increase language skills and imitation. Songs and activities are based on the monthly themes. Skills worked on but not limited to, motor imitation such as foot/leg and hand/arm movements, imitation with objects, imitation of actions, imitation of speed, sound imitation, word imitation and imitation of short/fast, loud/soft, low/high words. Intraverbal skills such as filling in words to a song.
Sensory
Sensory integration plays a crucial role in the regulation of each student’s sensory system to allow them to learn better. When in the sensorimotor lab students learn to regulate his or her own arousal state. Through active involvement children can explore and select those activities that provides a sensory experience most beneficial to them. Through active involvement and exploration the child can become a more efficient organizer of sensory information. Sensory integration is the process by which the brain organizes and interprets sensory experiences such as touch, movement, body awareness, sight, and sound. It is sensory integration that provides a crucial foundation for more complex learning and behavior. Pieceful Solutions and the O.T. will use "How Does Your Engine Run?" - The Alert Program for Self Regulation as well as the Sensory Profile to help determine each child's unique sensory needs. Science curriculum and experiments will also be a part of the sensory class.
Fine Motor
Students will work on strengthening their fine motor. Hand Writing Without Tears will be used to assist in teaching hand writing and Brain Gym for writing/reading warm up. Skills worked, but not limited to coloring, cutting, tracing, pasting, copying, printing letter and numbers, stringing beads, stacking, pegs, puzzles, strengthening and self help of opening jars, bags, wrappers, squeezing, buttoning, zipping and tying.
Gross Motor/Physical Education
Skills worked on, but not limited to running, jumping, hopping, throwing, climbing, balancing, kicking, catching, skipping, swinging and riding a tricycle or bicycle.
Daily Living/Horticulture
With a kitchen and bathroom, students will learn and practice those skills necessary for independent living. Students can help make and prepare snacks, practice brushing teeth, washing hands, washing dishes etc. In addition, students will work in a garden helping to water etc. Items grown in the garden can then be used and prepared in daily living class as a part of snack. Skills worked on but not limited to toileting, eating, drinking for multiple modalities, spreading, pouring, cutting food, preparing food, cleaning up, and dressing.
Social Skills – teacher is a certified SLP
Skills worked on, but not limited to sharing, active attention seeking, eye contact, initiate greetings, joining peers, direct others attention, attends to others, conversation with others, asks for information and obtains attention of others as well as recognizing and expressing emotions, abstract thinking and figurative speech.
Academic – teacher is a certified special education teacher.
Skills worked on but not limited to:
Math – rote counting, counting objects, sequence of numbers, more, less, some, all, none, adding, telling time, identify coins, subtraction. Possible supplemental educational curriculums isTouch Point Math .
Reading – names letters, read simple words, decode words, reading and following instructions, reading and answering comprehension questions.
Visual performance – puzzles, form boxes, matching, sorting and sequencing.
Language – teacher is a certified SLP
Skills worked on, but not limited to receptive language, verbal imitation, requesting, labeling, syntax and grammar.
Play – Toys and Dramatic –
In a room full of theme based toys, dress up and games children are free to discover the fun of playing. With a SLP designing and structuring the class, children learn to use language while they play. Skills worked on, but not limited to exploring toys, independent activities, play with toys appropriately, multiple responses to theme based toys, plays interactively with others, sociodramatic play, playing simple games, coordinated play with peers and playing board games with peers.
Specials
Music Therapy-
The music therapy groups present activities that encourage participation in tasks that promote verbal and non-verbal communication, fine and gross motor movement, socialization and cognitive skills. Through the use of singing, instrument play, filling in blanks, call and response games, following directions, dancing, and using props, the groups have a lot of fun while interacting with their classmates.
Yoga-
Jeanette Runnings, OTR/L, KKY, RCYP1-2
Yoga-Yingo kids and family yoga classes and yoga games
480-633-7199
