Special Needs
Transitioning from school to adult life requires collaboration and planning by many stakeholders. Students, families, teachers, school administrators, and community agencies work together to support student success. To assist students in preparing for life after high school, researchers have identified several predictors that have been shown to support post-school outcomes for students, including the areas of postsecondary education/training, employment, and independent living. The course progression within our Soar program is designed around these predictors. Graduates from our program must meet the following requirements:
COURSE OF STUDY
A course of study is an individualized set of courses, experiences, and curriculum designed to develop the student’s academic and functional achievement to support the fulfillment of desired post-school goals. Students will complete course work based on their individual abilities.
SPIRITUAL DEVELOPMENT
Spiritual development is the establishment and deeper pursuit of a relationship with Jesus Christ. Students will:
Attend chapel weekly.
Read the Bible and pray daily.
Openly discuss their faith in a loving, accepting environment.
SELF-CARE / INDEPENDENT LIVING SKILLS
Self-care/independent living skills are skills needed to manage one’s daily personal needs. Self-care and independent living skills include being able to care for our own health needs, interacting with others, and being able to work independently. Students will take courses, or participate in activities that teach the following skills:
- Self-help
- Hygiene
- Clothing care
- Accessing community services
- Time/organizational management
- Social roles/citizenship
- Community/peer relationships, and
- Critical thinking / problem-solving
SOCIAL SKILLS
Social skills are behaviors and attitudes that help support the development of positive relationships with others through communication and cooperation. Social skills include problem-solving when engaged in social interaction, body language, speaking, listening and responding to verbal, written or other forms of communication. The student will:
- Be given opportunities to practice communication in a variety of settings and situations, including one-on-one and group conversations, negotiations, and conflict resolutions.
- Be given assistance in using problem-solving skills when difficult situations arise.
SELF-DETERMINATION / SELF-ADVOCACY
Self-determination is the ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals and accept the consequences of one’s actions. Students will:
- Be provided with a classroom environment that allows them to show self-awareness, set goals, problem-solve problems, and self-advocate.
- Be given support in making many routine choices for themselves throughout the day.
- Be taught to monitor their use of self-determination skills and discuss their progress regularly.
- Have support in the development of leadership skills.
GOAL SETTING
Students who take part in goal-setting are more likely to be found employed after high school. Students who want to attend college are more likely to be accepted. Students will:
- Identify a goal (starting with simple goals and slowly building up to goals that take more time and determination to achieve).
- Break the goal into smaller steps needed to reach the goal.
- Follow the steps towards reaching the goal.
INCLUSION
Inclusion requires students to participate in classes and/or activities with neuro-typical peers. Students will:
- Have lunch daily with their neuro-typical peers.
- Be encouraged to attempt electives or extracurricular activities with neuro-typical peers (based on their individual capabilities).