AHRC Middle / High School

A program that provides services to adolescents with Autism Spectrum Disorders, and those classified with emotional disturbances, multiple disabilities, or other health impairments.

The AHRC Middle / High School can accept children between 13 and 21 years of age who reside in all New York City boroughs. Students must be recommended for a Non-Public School (NPS) placement.

Various approaches are utilized depending upon each student’s needs.

Specialized Programming:

• Applied Behavior Analysis (ABA)
• Picture Exchange Communication System (PECS)
• Treatment and Education of Autistic and other related Communication Handicapped Children (TEACCH)
• Sign Language
• AAC Devices / Communication Devices
• Dance / Creative Movement
• Art and Music
• Drama & Sensory Gym
• Multi-Sensory / Multi-Disciplinary Approach
• Technology (computers in each classroom)
• Evidence-Based Programming and Curricula; Reading, Math, Science & Social Studies
• Computer Lab
• Self-Help and Daily Living Skills
• Social Skills
• Person Centered Planning
• Transition Planning

Services provided:

• Screenings
• Individualized Programs
• Small Classes (with high teacher / student ratios)
• Counseling
• Parent Training
• Parent Workshops
• Community Based Work Program
• Speech, OT, Consultant Model
• Counseling; Individual / Group

Instructional programs:

• The ABA approach is a research-based approach proven to be effective in teaching children with autism. The TEACCH approach, developed through The University of North Carolina at Chapel Hill, utilizes visual cues to effectively teach individuals with autism.
• The instructional program focuses on teaching basic academics, speech language, self-help, and daily living skills, vocational skills, as well as, appropriate social skills. The Middle / High School utilizes the Individualized Goal Selection (IGS) and Syracuse Curriculum. Children are taught in small groups with a goal to move to larger group instruction. The staff to child ratio is either 8:1:2 or 10:1:2.

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Additional programs:

HOPE Home Intervention Program

AHRC realizes that there are critical / stressor situations impacting student’s ability to function in the home and school. To this end, AHRC developed the HOPE Home Intervention Program. The home intervention team works with families in the student’s home to construct a home intervention plan consisting of goals and supports in daily living skills, structured schedules, and behavior.

AHRC Transition Planning: Preparing for Life after High School

AHRC Middle / High School is committed to providing their students with a smooth transition to the adult world by utilizing a person-centered approach. This highly effective approach promotes discussion and problem solving among families, students, school staff members and other significant people who play an important role in the students’ life. Using person-centered planning, a vision for the future is created and a plan of action formulated. The plan of action includes appropriate instructional activities that match the student’s areas of strengths, areas that require support, the student’s desires and interests, and the family’s preferences priorities and future goals for their child. For some students, a college experience would be appropriate and for others, the world of work would be more suitable.

A student’s transition plan is a working document that requires an outcome oriented approach, is student centered and is broad based enough to allow for adaption and flexibility. Its primary purpose is to achieve “what is desired” rather than what is “simply available.” The focal points center upon student independence, student self-advocacy, and decision making. A unique portfolio assessment for each student will be used to document skill development, weekly schedules, job and volunteer experiences, community activities, and relationship building with others in the community.

Each student is unique and the school endeavors to provide students with skill development, community experiences and work training opportunities that focus on the individual — understanding that there is no cookie cutter approach for all. The traditional approaches to transition that foster the concept of “one size fits all” are not in keeping with AHRC’s vision for our students and their futures.

Community Based Instruction

In community based instruction, educational objectives are achieved through a person-centered approach utilizing natural community environments. Through local internships, students are afforded an opportunity to attend community college classes and / or to work in restaurants, shopping malls, hospitals, libraries, schools, and offices.

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These services are funded by the New York State Department of Education and, in New York City, operate with the approval of and under the oversight of the New York City Department of Education.