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Philosophy

Full membership in schools and communities is best accomplished by immersing children with ASD, as early as possible, in age-typical environments with their peers. The amount and intensity of the support and intervention needed by children with ASD is embedded within the routine of the typical environment and is best determined by the child’s individual needs. Intervention delivered in "natural" settings provides countless opportunities for children with ASD to participate in normalized experiences as they grow and develop language and social skills. Research confirms that skills learned in the environment where they will be used have a higher probability of being maintained and generalized (Morrison, et. al, 2000). Therefore, intervention embedded within in typical preschool, educational, and community settings is critical for children with ASD.

For further detail please see: Research, Early Intervention Programs and Staff Development.

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Philosophy

Full membership in schools and communities is best accomplished by immersing children with ASD, as early as possible, in age-typical environments with their peers. The amount and intensity of the support and intervention needed by children with ASD is embedded within the routine of the typical environment and is best determined by the child’s individual needs. Intervention delivered in "natural" settings provides countless opportunities for children with ASD to participate in normalized experiences as they grow and develop language and social skills. Research confirms that skills learned in the environment where they will be used have a higher probability of being maintained and generalized (Morrison, et. al, 2000). Therefore, intervention embedded within in typical preschool, educational, and community settings is critical for children with ASD.

For further detail please see: Research, Early Intervention Programs and Staff Development.