Autism Treatments

The Star Academy focuses on Applied Behavioral Analysis as an intervention to treat Autism Spectrum Disorder in children and adolescents. Developed by Ivar Lovaas, Applied Behavioral Analysis, more commonly known as ABA therapy, focuses on decreasing negative social behaviors and increasing, or building on, a child’s social and adaptive skills in order to achieve positive social interaction and community integration. ABA is taught through what Lovaas termed discrete trail training, meaning the environment and interactions of the child are controlled by the therapist in order to achieve interactive learning and to facilitate appropriate social interaction. This is done by placing a variety of instructions and then highly reinforcing all appropriate and correct responses. The Star Academy focuses on 8 domains which include, Social, Language, Adaptive, Academic, Motor, Play, Cognition and Executive Function curriculums. In addition to this, Facilitated Communication and Alternative and Augmentative Communication is a strong component of treatment at Star, specifically for children and adolescents who have vocal limitations.

The Star Academy also advocates a collaborative approach concerning autism treatments, as research has shown that the severity of the symptomology of this disorder resides in one’s gut. Various Biomedical Interventions as treatments for Autism form part of a tailor-made therapy plan for each child. Anti- fungal and Anti- yeast treatments involve mediations that rid the body of yeast infections and as well as processed sugars. There are various diets that serve to ‘clean’ the gut, such as the use of vitamin and supplement therapy have also shown promising results as treatments for Autism. Chelation therapy as a treatment for Autism is one of the more rigorous forms of treatment, by using chelating agents to remove heavy metals from the body such as mercury, arsenic and lead. The importance of collaborating with a certified biomedical practitioner cannot be overemphasised. These treatments are not to be embarked on without the close supervision of a certified medical practitioner.

In its collaborative approach Applied Behavioural Analysis is fully supported by research, it finds strength as the most empirically supported of all autism treatment, as it uses data to support its effectiveness, concerning both behavioural interventions and planned learning. As described above there are various interventions and autism treatments, ABA therapy has been designed for long term treatment, preferably starting between the ages of 2-4 years and with a minimum of 40 hours for at least 2 years. Research has proved that 88% of children who have been a placed in ABA therapy have retained skills learnt as much as 8 years later, marking its effectives as superior in comparison to others.

 

Autism treatment center:

The Star Academy is the leading Autism treatment center in South Africa! Offering world-class services to children around multiple provinces across South Africa, neighbouring countries as well as abroad! The Star Academy has centers in Johannesburg, Pretoria, and Durban, and provides services to clients in Cape Town, Zimbabwe, Ghana, Rwanda, Mauritius and London.  How did we expand our reach so widely? Our reputation precedes us, and word of mouth allows us to help more and more individuals every day.

The Star Academy is proudly affiliated to CARD and is one of the most successful affiliated sites!

The beacon of hope known as The Star Academy offers treatment to children with Autism as well as other related disorders like ADHD, The Star Academy’s approach to Autism is ABA- Applied Behaviour Analysis, this is “the application of the principles of behaviour to challenges that are socially important in order to produce practical change.” ABA strives to decrease problem behaviour that could be a hindrance in their social, emotional and functional aspects in life and enhancing skills the child could be good at. This Autism treatment center power house believes that the right treatment can lead to recovery. As we all know, every child is different, unique and no different a child on the spectrum thus they need to be treated as such, The Star Academy has great supervisors and instructors that come together to push recovery for every child. As I mentioned every child is different hence each child has a specially designed program that is suited to their capabilities, to enhance the skills they are good at and to tackle the ones not so good at in a manner that is best suited for them.

The Star Academy truly caters for all children’s specific needs, be it at school, in a community setting or in the home environment. At school, we provide school facilitation in which a supervisor will design a program that is best suited for a child in that environment, to work on skills that may be needed in that setting and to combat any learning impediments. In the community, be it in the mall, at a garage, the local park or the doctor’s office, a program will be designed to combat these challenges and same goes for the home setting, whether it is table manners or gardening that needs to be taught, develop a morning routine or to play appropriately with siblings, this is all possible at the Academy.

The Star Academy is able to build on play skills, adaptive skills, vocational skills, communication skills as well as leisure skills. Not forgetting that they have the leading treatment in behaviour interventions, striving to diminish behaviours that could be problematic.

Recovery is possible with the right team at your side.

Autism schools are becoming more prevalent in South Africa and often cater not only to individuals on the Autism spectrum but also to those who face other learning challenges. Placing a child with Autism into a schooling environment can be very stressful and should always be considered from all perspectives. When you search “autism schools near me”, rest assured the team at The Star Academy is willing and able to help make transitions into new environments as easy as possible. It is important that a comprehensive assessment is always completed before transitioning a child into a schooling environment and that it is within their skill set to achieve success and continue to grow as an individual.

Autism schools near me: The Star Academy has good working relationships with many schools in and around Pretoria and Johannesburg. It is through these relationships that we are able to place some of our children, who meet the requirement, into school with facilitation to ensure that they achieve success. The Star Academy believes in developing children holistically and to their maximum potential. Although the traditional schooling system works for some it is not a guaranteed fit for all. For those whose paths do not converge with the traditional schooling paradigm The Star Academy caters for with equal enthusiasm and support.

Autism schools near me using ABA: The Star Academy works from a comprehensive Applied Behavioural Analysis (ABA) approach. We believe in scientific data to make informed decisions and to track progress with precision. We also implement an extensive Skills Curriculum that is in alignment with CARD USA. This curriculum is ample and covers all domains crucial for development such as language skills, social skills and even academic targets. Although one could argue that ABA does not necessarily entail academic teaching in the purest and most traditional form, we at The Star Academy are adept to teaching our children academic skills. We focus on skills such as numeracy, letter, word and number recognition, maths symbols and even mental manipulation of maths concepts.

Having scientific data and an extensive skills curriculum to rely on ensures that we are also able to target other areas that our children may struggle with. This ensures that we build a solid foundation, from the ground up, for skills that require more critical thinking as well as future skills we would like to one day develop in our children’s skills set. These decisions are all based on data that supervisors observe and consider. This allows them to make informed decisions that can help parents decide what is the best future path for their children will be, be that traditional schooling or an alternative version of learning, parents will make informed decisions supported by data and a team of professionals dedicated to helping each and every child.

Does your child have speech and behavioural therapy needs at the creche or preschool level? The good news is that you have caught this at a good age. Copious amounts of research and conventional wisdom supports the idea that early intervention produces the best outcomes.
The Star Academy caters for your child’s speech and behavioural therapy needs at the creche or preschool level, but also caters for older children and adolescents. Applied Behaviour Analysis (ABA) is a research-based method of intervention for children with speech and behaviour difficulties, amongst many other difficulties.

Early identification and intervention can get two out of three pre-schoolers with autism improve communication skills and their grasp of spoken language. Also important to note is that speech can be learnt, and in the case of autism, special care needs to go into how it is taught to children in order to maximise results. There are various techniques which are involved in teaching speech, and these include:

  • Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modelling and responding these behaviours.
  • Create opportunities for your child to communicate. Instead of guessing, inferring or predicting what they want, hold it out to them and have them give what you know is their best attempt at communication, then reward them by giving them the item they desire.
  • Encourage play and social interaction. Children learn through play, and that includes learning language. Interactive play provides enjoyable opportunities for you and your child to communicate. Try a variety of games to find those your child enjoys.
  • Consider assistive devices and visual supports. Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts.
  • Simplify your language. Doing so helps your child follow what you’re saying. It also makes it easier for her to imitate your speech. If your child is nonverbal, try speaking mostly in single words. (If he’s playing with a doll, say “baby” or “doll.”). Break instructions down into single steps. For example, instead of saying “Go to your room and get your socks”, say “Go to your room”, walk behind your child to his room, and once there say “Get your socks”.
  • Talk to your Star Academy case supervisor about the level of communication you should be giving your child the most opportunities to practice, e.g. echoing sounds or words, making requests, commenting, asking questions, or answering questions.
    These methods, practiced with consistency have proven to be effective in child speech and behavioural therapy.

In today’s society there are no mainstream schools that cater for all the needs of all individuals on the autism spectrum. While there is more acceptance and there is more awareness, there are still no schools that open their doors unreservedly to individuals with autism. Over time as awareness and acceptance of autism has increased, and while more individuals present with autism and families desperately seek for aid and special schools for autism there has been an increase of privately owned special schools for autism. Some better than others of course as some will be just a care facility that caters to “look after” the child with autism during the course of the day, while others strive to use the best techniques to make it a special school for autism. The Star Academy has really found the recipe to comprehensive autism treatment – a whole-child and whole-family solution. The Star Academy does not quite classify itself as a special school for autism but rather an intervention centre which provides an international standard of intervention for children and adolescents on the autism spectrum. What is really needed is for our government to recognise and mandate funding from medical aid for autism treatment the way it is recognised and mandated for in the United States, where The Star Academy’s treatment method, Applied Behaviour Analysis, was created and developed. The Star Academy take each individual with autism as a unique case. They do not generalize the same teachings to all instead they cater for the special needs of each individual and design their own programme to follow with a set of very skilled instructors to give each individual with autism theirs own “special school”. Autism is a spectrum disorder and because each individual presents differently, each individual must be provided with a tailor-made intervention plan. For those children who are ready to benefit from a school environment, The Star Academy also offers instructors who can facilitate a child in a mainstream or remedial school. What this means is that if the child with autism that attends this special school has the correct prerequisites to be in a mainstream school such as compliance, following instructions, being able to communicate, etc. The Star Academy will with the permission of the accepting school start to integrate that child from the special school for autism into the school setting with the aid of a facilitator by their side. The Star Academy also thinks outside of the microcosms of the school and centre environment, and offers parent training, home sessions, community outings, facilitation on playdates, and facilitation in extracurricular settings such as karate classes or soccer classes. Parents can rest assured that their children are in good hands with The Star Academy’s Board Certified Behaviour Analysts and Board Certified Autism Technicians on staff.

What’s the biggest topic for parents today? Autism! Why you may ask is this a topic so well known to parents nowadays when it was something we almost never heard about when we were growing up? Autism has been around for many years, but in recent years it has taken on the label of an “epidemic” due to the exponential increase in incidence rate. Thankfully, along with the increase in incidence, has come an increase in awareness, and more and more families are accessing the treatment their children need. That is important to know – that with the correct intervention at the correct time, recovery from autism is possible, and with the correct intervention at any time, improvement of the symptoms of autism is possible. With this being said parents are now aware that children with autism need schooling facilities specific to their needs. It may come as a surprise that there are not many schools for children with autism. Why, you may ask, are there not many schools for children with autism? Well that is the question – why aren’t there more school for children with autism??? With the rise of awareness and prevalence of autism, one would think there would be a rise in school facilities for children with autism.

However in South Africa this is not the case. Autism Spectrum disorder has only recently been given more thought and coverage as compared to 15 years back. As previously stated autism has been around for many years in South Africa, hence there are places for children with autism can go to. However, the vast majority of these facilities aren’t specific to children with autism. These facilities cater to a variety of special needs children, autistic children being one of them. That being said these facilities have been a major help to the autistic community, giving the needed help in fighting the battle of autism. But is this enough? Should special needs facility be the only option for children with autism? The answer is NO! This should not be the only option available to children with autism, especially because every child with autism is different, and has their own unique set of strengths and difficulties. There should be more options, and of recent years there have been a growing number of autistic based facilities available, care facilities, and provide therapy based facilities. However this is still not enough.

Thankfully, The Star Academy provides a recipe for success – skilled and certified staff, a comprehensive curriculum, ongoing supervision of every case, and the capacity to provide services not only locally but in neighbouring cities and even abroad! So, if you are looking for schools for children with autism, please visit our head office or contact us to arrange a remote interview so that we can explain more to you about this incredibly effective intervention centre.

Schools for Autistic child – different options, why ABA and what to look out for

When typing ‘schools for Autistic child’ into Google, countless links pop up to a vast variety of different schools for autistic children offering an assorted range of therapies and services. This can only add to the pressure parents face when trying to choose a school that would best suit their child’s needs. There are definitely more therapies out there than there are hours in the week and money in the bank to try them all out.
Speech therapy, Occupational therapy, Physical therapy, and social skills therapy are just a few of those most commonly offered by schools for autistic children. Many schools for autistic child also offer cognitive-, play-, art- or music therapy.

However, Applied Behaviour Analysis (ABA) is the only intervention that is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association. “Evidence based” means that ABA has underwent rigorous scientific tests proving its usefulness, quality and efficacy. ABA therapy can include a wide variety of different techniques. That is why it is important to first do thorough research before deciding on a school for autistic children, to ensure that their child receives the best ABA.
When looking for ABA schools for autistic children one must consider the following:

  • Staffing: When investigating providers or centres, we strongly encourage you to see if they have a Board Certified Behaviour Analyst on staff, ask questions about the credentials of the staff that are working there and with your child.
  • Safety: Your child is precious, thus it is important to know that they are in safe hands. Background checks should be considered standard practice and are typically done by schools, centres, and most providers.
  • Expectations: There is no ABA magic wand, it takes hard, dedicated work by a lot of people to help your child reach their potential. Watch out for grandiose promises about idealistic outcomes. Providers who promise instant cures should be probed.
  • Plans: Each plan for each child should be individualized, focusing on skills that are valued by you and that facilitate skills that can be used in real world settings and that lead to meaningful adult outcomes.
  • Data: Data collection is a critical component of all ABA programs. Providers, centres and schools should be able to regularly provide you data in a format that is understandable, and they should explain how to interpret the data.
  • The Future: Plans should address generalization which refers to the ability of being able to use a skill in all appropriate situations, such as at home or on vacation. Maintenance which refers to keeping a skill once you learn it, should also play an important role.

The rising number of autistic children is a worrying factor to say the least. The reason why it’s a worrying factor is because the facilities available for autistic children. In an era where education is key in almost all sectors of living, it becomes key to find the right schooling facilities. This being said autistic children don’t have a wide variety of choice to choose from. So what are the school options for autistic children? Well there are special need schools, remedial schools, and care centre type of schooling. However these are not the ideal type of schools for autistic children. As is known autistic children need the proper guidance, care and love, for them to flourish. Without the proper guidance children with autism will not reach their full potential. As there are no specific schools for autism children, there are specific school that take in autistic children. These schools are a great help as they help bridge the gap in educational level in which a child is capable of reaching. So what is the option, as it stands special schools accommodate autistic children. These schools cater to autistic children by providing the educational factor at a pace that is suitable to child. There is also the option of remedial schools; here it becomes tricky, as remedial schools cater to children to get on to par with mainstream schooling. Some autistic children can fit in to remedial schools; however majority of autistic children will not cope fully in that environment. There is also another factor to consider for schools for autistic children, and that is government and private special schooling. On a government level the options of special needs facilities is wide, however the inclusion of autistic children in these schools are limited, as they have to see to specific needs of other children. In a private school setting they are more inclusive of autistic children, and they are able to cater to the other special needs children as well. This then draws the point of how availability of private special schooling, as these schools are expensive and not widely available to all autistic children. Another factor to consider is that even in special schools there is still not the one on one bases that children with autism need, as one on one bases provides more therapy based as well as help to achieve more goals with one on one bases. That being said autistic children also need to be in an environment that provides the positivity and the individuals working with autistic children need to provide the children with love care and their 100% effort. Hence schools for autistic children need to improve and help become more aware of what is needed for autistic children and provide them with the much needed care. Every child is special and autistic children are even more special, they need all the love care and full support that they are surrounded by, especially with the people who teach them on a daily basis.

When looking for schools for autism I would say that there are two main obstacles: First is trusting that your children will be fine on their first day. The nervous energy that accompanies any big milestone like the first day or new school can create anxiety in parents. Some advice is do things to help you stay positive and calm because it will reflect on your children when you have decided on your school for autism. They are often very attuned to parents’ behavior as well as reactions and will take their lead from what you say and do…so stay positive even if you have reasons to worry, have the same outlook when looking for schools for autism.

And second is sharing of information. I remind teachers all the time to reach out and communicate. If it helps, send your child with a note or email sharing all the things they like or dislike or can or can’t eat and make sure the school for autism you pick are fully informed. Don’t be afraid to share what your goals and wishes are for the school year. Teachers welcome this information. And it just might help alleviate your concerns on that first day making the look for schools for autism a little less daunting.

When looking and researching schools for autism visit the school and take pictures! Rehearsal, practice and exposure are some of the hallmarks of how we work with students on the spectrum, so starting school for the first time should be no different. Many schools will provide plenty of information before the first day, but if they don’t, go and visit the school.

Plenty of staff are in the building of schools for autism busy setting up and if you explain your unique situation it is a great time to meet friendly faces in a quiet setting. If the building isn’t open for some reason, then play on the playground or walk around the school to get used to the sights and sounds. Walking the halls and sitting in the chairs will give both the child and parent a great visual on how the first day might look.

There are many options when deciding on schools for autism, and the best one will be directly in line with what the parents would want and how comfortable the institute makes the child and parents feel, therefore go and explore, look at all your options, test them all if you are not sure.

At The Star Academy, we typically ensure that our children have the prerequisite skills in place for benefiting from a school environment (including skills such as being able to make needs and wants known to others, imitation, communication, ability to follow instructions, and several others) before we approach a school for admission. This helps set your child up for success in the school environment and ensures that their time there will be well-spent.

Waarvoor moet mens uitkyk wanneer jy na Skole vir outisme behandeling – en onderrig soek? Talle ouers is nie bereid om hul kinders op te gee nie, maar weet dikwels nie waar om te begin of waarvoor om te soek nie. Dit is die desperate ouers wat dikwels die minste hulp ontvang om die beste plasing vir hul kind te vind.
Nadat jy hierdie vraag in ‘n snuffel gids of soek-enjin in getik het, besef jy ook dat om die regte inligting te vind, soortgelyk is aan ‘n pad deur ‘n reënwoud te sny, eerder as water in die woestyn te vind. Jy vind jouself omring deur verskillende skole, benaderings, terapieë, oortuigings en advies. Wel, hier is nog een artikel in jou soektog na ‘n skool vir jou kind. Die doelwit van hierdie artikel is om riglyne ten opsigte van ‘n berekende soektog na die regte plasing vir jou kind te bied. Na my mening is die volgende aspekte noodsaaklike elemente van enige skool vir outisme:

Kind-gesentreerd
Die onderrig van ‘n kind met outisme deur gebruik te maak van ‘n gestandaardiseerde kurrikulum is ‘n resep vir mislukking en dikwels rampspoedig. Dit is waar dat ‘n groot aantal kinders op die spektrum aan hoofstroom onderrig kan deelneem, maar dit gebeur dikwels eers nadat ‘n geïndividualiseerde behandelingsprogram geïmplementeer is. Die kurrikulum moet gebaseer wees op jou kind se individuele behoeftes, swakpunte en sterkpunte. Daar is hoegenaamd niks verkeerd om hoofstroom-onderrig as ‘n doelwit te stel nie, maar dan moet jou kind die vaardighede hê om suksesvol te wees in so ‘n omgewing. Die vaardighede wat hulle nou benodig, moet dus identifiseer en onderrig word.

Empiries-gebaseerd
Wat ‘n wonderlike frase om op jou webwerf te rond te gooi! Al wat jy regtig nodig het, is een halfhartige studie met ‘n steekproefgrootte van min of meer vyf individue wat goed gevaar het om jou intervensie as wetenskaplik bewys te verklaar. Kyk fyn na hul wetenskaplike metodes, en kyk hoe hul daardie frase definieer en gebruik. Wetenskap-gebaseerd beteken noodwendig dat al die bewyse, versigtig versamel, daarop dui dat die leermetode doeltreffend is. Wanneer jy soek na ‘n skool vir jou kind met outisme, kyk na skole wat gebruik maak van ‘n benadering wat effektief is volgens navorsingsverslae- en artikels.

Konstante herbeoordeling van die onderrigmetode
Wie se skuld is dit wanneer ‘n kind, enige kind, nie leer nie? Dit is ‘n moeilike vraag en het oënskynlik vele antwoorde, maar een ding bly konstant: as jy ‘n onderrigmetode het wat nie doeltreffend is nie, dan is dit nie regtig ‘n onderrigmetode nie, of hoe? Herevaluering van die onderrig-metodologie is noodsaaklik vir doeltreffende onderrig. Wanneer ek vra: “Is die my benadering tot die onderrig vir hierdie kind die beste wat hul kan ontvang?”, moet daar in ag geneem word dat subjektiewe gevoelens nie akkuraat is nie. Die ware sukses van ‘n onderrig-intervensie is die resultate soos aangetoon deur objektiewe data. Dit verg moed en oefening om jouself sonder emosie te evalueer en is die punt van ‘n werklik effektiewe opvoeder. Wees opsoek na opvoedkundige sentrums of skole wat ervare is met hierdie vlak van evaluasie, en bereid is om veranderinge te maak in die kind se belang.

Eties
Wat word daarmee bedoel dit dat skole vir outisme behandeling eties moet wees? Dit beteken dat hulle die beste doen vir die kind met die minimale hoeveelheid skade en met inagneming van die individuele situasie waarin die kind haarself bevind. Dit beteken dat die opvoeder nie net die nog ‘n warm lyf in die klaskamer is nie, maar die klaskamer omskep in ‘n wêreld waar geluk en leer ‘n werklikheid is, nie ‘n ideaal nie. Dit sluit nie alle trane en hartseer uit nie. Dit is belangrik vir ‘n opvoeder om te verstaan wanneer die voordele van wat ‘n kind kan leer, swaarder weeg as hoe moeilik dit is om die vaardighede te leer.

Oorweeg voorvereiste vaardighede
Ek kan nie die aantal kere wat ek al ‘n ouer of opvoeder by skole vir outisme behandeling gehoor sê het dat ‘n kind nie iets kan doen nie met ‘n finaliteit in hul stem. Die frase is ‘n doodloopstraat met nêrens om te gaan nie. Wel, gewoonlik as ek in ‘n doodloopstraat ry, draai ek om, gaan terug en kyk waar ek verkeerd gegaan het. As ‘n kind iets nie leer nie, is dit heel moontlik dat hulle nie die grondslag vaardighede het wat nodig is om suksesvol te wees nie. Met die regte voorvereiste vaardighede in plek, maak dit alle verwante toekomstige vaardighede baie makliker om aan te leer en plaas die kind in ‘n ideale posisie waar hulle, ten minste sommige van die nuwe vaardighede, self kan leer. Hierdie geld vir alle leerders, op die outisme-spektrum of nie.

Handhaaf ‘n Gesonde balans tussen optimisties en realisties
Ongelukkig is die meeste mense geneig om ons unieke kinders te onderskat. Dit is maklik om te doen, aangesien dit dikwels moeiliker is vir hierdie kinders om hul potensiaal te bereik. Dit sal egter ‘n veel meer intelligente persoon as ek, of iemand wat ek al ontmoet het, neem om die potensiaal van enige persoon wat hulle ontmoet akkuraat te skat. Kinders op die spektrum kan hul potensiaal dikwels nie bewys, tensy ons hulle die geleentheid gee om dit te doen nie. Bygesê, pasop vir beloftes wat te goed klink om waar te wees. Dit is waar dat baie kinders op die spektrum in staat is daartoe om sinvolle, gelukkige en onafhanklike lewens te leef, maar die weg na hierdie uitkoms is plavei met haalbare doelwitte, en neem bloedsweet, en tyd. Enige instansie of individu wat ‘n vinnige oplossing bied, bied slegs ‘n klein deel van wat jou kind nodig het, of weet nie waarvan hulle praat.

Werk as deel van ‘n span
Een van die maatreëls van ‘n suksesvolle opleiding by skole vir outisme behandeling is betrokke ouers. Dit geld veral vir kinders met ontwikkelings versteurings. Skole vir outisme behandeling moet ouers en ander professionele persone aanmoedig om deel te wees van ‘n span, maar moet ook geleenthede skep vir hierdie span om te ontmoet, doelwitte te bespreek en tegnieke te implementeer. Konsekwentheid kan nie oorbeklemtoon word nie. Wanneer die kind met dieselfde onderrigleer, dieselfde verwagtinge en dieselfde lesse in baie verskillende omgewings en deur almal in hul lewe aangebied word, sal hul vaardighede vinniger kan aanleer. Die ontwikkelings-gaping, wat aanvanklik onoorbrugbaar voorgekom het, sal stadig maar seker kleiner en al minder uitdagend word, sodra almal saam aan die brug bou.

Fokus op funksionele verandering
Om werklike, funksionele verandering te maak, moet daar besef word dat die skool slegs deel van ‘n kind se omgewing is en dat die meerderheid van daardie kind se toekomstige lewe buite die skool sal wees. Soms moet ‘n lyn getrek word tussen wat ‘n kind behoort te leer en wat in hulle beste belang is om te leer. ‘n Skool vir kinders op die outisme spektrum moet die individuele uitdagings herken en identifiseer waar hulle die grootste verskil kan maak en dienooreenkomstige leerdoelwitte implementeer.

Motivering gebaseerd
Die wegbeweeg van straf in skole het om ‘n rede gebeur. Dit word duidelik dat dit nie net die leerproses verarm nie, dit kan ook onvoorsiene probleme veroorsaak, soos ‘n kind wat bang is om vir ‘n onderwyser vrae te vra. Deur te vind wat ‘n kind motiveer, maak jy nie net die skool ‘n lekker plek om te wees nie, maar jy kan meer doeltreffende onderrig lewer.

Individuele en intensiewe aandag
Hoe kleiner die klaskamer, hoe meer individuele aandag ontvang kinders in skole vir outisme behandeling. Op vele maniere is een kind tot een onderwyser die ideale situasie, solank as wat daar ‘n plan vir integrasie in groep onderrig op ‘n latere stadium in plek gestel word. Die waarheid is dat kinders op die spektrum stadiger leer as hul neurotipiese eweknieë, dus verg hulle meer aandag en meer tyd om te leer. Stadige leer- en ontwikkelings gapings hoef nie die “status quo” te wees nie. Leer ‘n kind om te leer deur middel van ‘n effektiewe onderrigprogram, en hulle sal nie langer ure en intensiewe intervensie nodig hê nie.

Werk hulself uit ‘n werk
Die droom van ‘n skool vir outisme moet wees om hul deure te sluit weens ‘n gebrek aan die nood vir dienste. As ‘n skool nie hierdie droom in sy hart het nie, mis dit die punt. ‘n Skool wat onderrig bied aan kinders met ontwikkelings versteurings soos outisme moet streef na ‘n wêreld waar almal in staat is om gelukkige en onafhanklike lewens te leef. Wat ‘n wonderlike wêreld sou dit wees as die alternatief onmoontlik was.

– Philip Viljoen (Raad-gesertifiseerde Outisme Tegnikus)