Curriculum/Lessons and work that he will use in "real" life....telling time, using money (math)....reading & understanding community signs such as yield to pedestrians, street names, handicapped accessible (reading)....get the idea? Also, proof that the person working with him is certified CPI trained and Certified in Autism and has had acceptable training in brain injuries as well. Any subs need to also be "qualified" and be able to show proof.
There was a public school program for high school students that wasn't in my SD (unfortunately), had some flaws, but was on the right track. The program was located in a separate building from the high school and had an apartment connected to it. The students spent half of every school day, the mornings, in a "typical" high school taking the necessary courses to get their high school diplomas. They spent the other half of every school day, the afternoons in this program. They were brought to the program by cabs but had to be picked up by parents, guardians.
The whole purpose of the program was to provide them with social skills, ADLs, vocational training, and employment upon graduation. Two days out of the week, they were taught a lesson, for example, how to do laundry. They practiced this skill in the apartment. Certain lessons were taught and constantly reinforced such as crossing busy streets, crossing parking lots, etc. In the nice weather staff had them make picnic lunches in the apartment and then walk to a park to enjoy them. They had to cross several busy streets to get there. Every Thursday they prepared dinner in the apartment, ate it there, and cleaned up before going home. Every once in a while parents, caregivers, etc. were invited to join the students for a meal.
Every student was assigned to a job coach. The job coach assessed their strengths and weaknesses and found businesses willing to have the students work one day a week for several hours stocking shelves, sweeping floors, stuffing envelopes, etc... The students took public transportation to get to their jobs even if the job was only a block or two away. The students had a job coach with them and were paid for their services.
There were also social activities scheduled on weekends and there was a calendar on the wall so the students knew what activities were going to happen in advance and could plan for them if they wanted to attend. The students paid for these activities themselves, the price wasn't included in the program. They went to movies, bowling, out for lunches, etc... These activities reinforced what they learned in the classroom too. For instance, when eating out, they were expected to use good table manners, had to decide how much to tip the server, etc.., etc.. etc...
Although this sounds like a wonderful program, and in many ways it is, there are still some issues with it. in my humble opinion, the biggest issue is that students with all kinds of disabilities are mixed together. For instance there might be a few students who have Downs Syndrome, a few students with severe mental illnesses, a few students who are Aspies, etc. All of these students while having some needs in common, such as needing to learn ADL's, had needs that I don't think were best addressed or even could be addressed, in this kind of mixed population.
Another problem is that students attended "typical" high school in the mornings. They still have the same problems there that they would have if they attended a full day. I do not believe that a student, by the time he or she is in high school, is going to learn acceptable social skills by being surrounded by "typical" students. (If this were the case, then why do they still lack appropriate social skills after being surrounded by "typical" peers from preschool till now?) In some ways, I think by this time in a child's life, he/she knows he/she is "different" and knows he/she doesn't "fit" in. in my humble opinion, depending on the child, it can be very damaging to self-esteem.
However, there was a private program, the one we wanted difficult child 2 to attend, (went to hearing, and while given some "crumbs," didn't get enough of the pie, because he was too high functioning academically), that was similar to the above program but addressed the flaws that this program has. The students didn't attend a "typical" high school and were grouped with students having disabilities similar to their own. This program had OTs, SLPs, sped teachers, psychs, all working together in the classrooms. Students either lived in apartments that were supervised 24/7 and attended the school during the day, or lived at home and were bused to the program.
Students had to be accepted into the program. Students had to go through an extensive screening to make sure they were a good "fit" with the other students who would be their apartment mates, classmates. difficult child 2 spent an entire day at the program, going to classes with the other students, being observed and evaluated by an Occupational Therapist (OT), SPL, psychiatric, several sped teachers, etc... husband and I met with the staff and went over difficult child 2's evaluations with the staff. difficult child 2 was accepted into this program. It upsets me even now, that he wasn't able to go there. Although difficult child 2 is doing well now, "crumbs" were not enough!! He really needed the entire pie!! I'm getting off topic - Sorry!!
When students needed a break, there was a huge gym filled with swings of all sorts, huge balls, etc., a "cube" sort of thing where a student can be alone with weighted blankets if necessary, etc., etc., etc. One important thing I forgot to mention is that the building that housed this program is only several years old and was built to take into account all kinds of sensory issues from the lighting, the color of the walls, the way the auditorium was set up, what was on the walls, etc...
The classes were small, no more than 6 - 7 students per class. There were always two specialists in each class plus an aide. There were lots of after school activities, opportunities for social interaction. There were also monthly activities planned for the entire family. In nice weather there were cookouts scheduled on Saturdays.
The vocational piece was amazing. There was even a "store" inside of the school where students worked, bought food, drinks, played games together during free time, etc.. Students had hands on experience doing clerical work in the office too. They were also placed in jobs outside of the school setting.
Guidance counselors and vocational rehab counselors, depending on the student's needs, either helped them find employment upon graduation or pick a suitable junior college or college to attend. There were also apartments available for graduates who needed additional life skills training or who were going to need life long supervision. Not sure of all the specifics of this part of the program.
Didn't realize how long this was getting. I could "talk" about this subject endlessly, lol...
Hope there are a few things here that might be helpful as you decide what is best for Q.
As always, thinking of you and Q... SFR
