Orton-Gillingham Reading

A multisensory structured language approach to reading and spelling. Three learning pathways (visual, auditory and kinesthetic) are used to complete the approach. "How a letter or word looks, how it sounds, and how the speech organs or the hand in writing feels when producing it" (Gillingham & Stillman, 1956) are considered during all sessions. This program is beneficial for students who are having difficulties with decoding and spelling skills.

Visualizing and Verbalizing for Language Comprehension and Thinking

Visualizing and Verbalizing teaches students to image concepts and apply that imagery to higher order thinking skills. It is particularly beneficial in increasing reading comprehension, oral language comprehension, oral language expression and written language skills. It helps students discover the "whole", connecting conversations and relevance to responses, and it helps them organize their language and writing in sequential order.

Talkies

Talkies® is a primer to the Visualizing and Verbalizing® (V/V®) program, and the goal of Talkies® instruction is to develop mental imagery as a base for language comprehension and expression. Talkies® is especially helpful for students who need simple, smaller steps of instruction to establish the imagery-language connection. Talkies® instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.

Music Therapy

Founder of Melodic Connections, provides the students with variety of music experiences in a unique, intentional and developmentally appropriate manner to effect changes in behavior and facilitate development of skills. Through group music therapy based classes, students work on cognitive, social and musical skills as they prepare for self-esteem building performances. The use of consultative services in the classroom helps students build academic and social skills through music therapy based learning activities.

Bal-A-Vis-X

A program that works to help the child improve and integrate their Bal ance- A uditory- V is i on- e X ercise systems. Specific areas affected by the use of the Bal-A-Vis-X program include: eye control, focus of attention, ability to sit/stand without moving, handwriting, stiff/locked posture, lack of rhythm when walking and/or talking, ability to distinguish right from left, general clumsiness and mental and/or physical apathy. Reading, writing, language, math, classroom participation, organization, social fluidity and self-confidence are all impacted by these areas. Eye tracking practice, bean bag tossing, ball exercises, and balance boards are used within the program to strengthen these areas.

Brain Gym

Brain Gym ® —PACE:

Exercises that create a readiness of mind and body through simple, energizing movements. Participants often experience significant improvement in concentration, organization, communication, and memory.

P.A.C.E. consists of four of the 26 basic Brain Gym ® activities that are done in a sequence. These activities prepare the physiology of the body to be Positive, Active, Clear, and Energetic. PACE is implemented 2 times daily. Once in the morning and once each afternoon.

Speech and Language and Occupational Therapy

We contract through Kid Power Therapy Services. All therapists have experience working with children on the spectrum and continually seek additional training in their areas of specialty.

Students' occupational and speech and language services are met with a variety of traditional and alternative therapy programs used to facilitate growth and skill acquisition. Therapies tend to be movement and sensory based to promote optimal effectiveness/performance.

Kid Power therapists combine techniques to create an eclectic and very individualized approach for each child. The therapists meet each child at his/her own development skill level to best accommodate their academic needs.

In order to meet both individual and social needs of the student, occupational and speech therapy services are offered both individually, in small groups, in the classroom and/or as a co-treatment.

“How Does Your Engine Run?”

This program, also known as The Alert Program, helps provide a method for students to learn to self-regulate their internal system in an effort to work, play, attend and listen at an optimal level. The occupational therapist oversees this program and all staff integrates and implements it throughout the school day. The occupational therapist also oversees the use of brain food for the students.

The Responsive Classroom Approach

A school wide approach that teaches, models, and promotes positive social skills within every aspect of the school environment and creates a culture where every child belongs and is a responsible member of the community. It is guided by seven different principles and six different teaching practices to promote an increase in social skills, academic engagement, independence, and a positive classroom climate. The approach is guided by CARES:

C ooperation

A ssertion

R esponsibility

E mpathy

S elf-control

Social Skills

The teaching of social skills is integrated throughout the entire day and addressed at all times during the functions of every day school life. Social skill classes are also offered in small groups to teach and practice the “hidden” social skills curriculum. These classes focus on themes and building on all the needed sub skills within one particular social skill area. The Speech and Language Pathologist, Occupational Therapist and Behavior Intervention Specialist also provide supports during these classes.

Art Education

Visionary and voices provides art education twice a week through a multi-median approach teaching the students the art-making process and providing the students the inspiration and joy in creating through art.

Taekwondo

AHN's Taekwondo Institute provides one day of Taekwondo on our campus. Their goal is to strengthen the mind, body and spirit of each individual.