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Uncovering potential
for over 50 years
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A southern California
school and therapy
center for students, ages
six months to 21 years,
who have special needs
in the areas of language,
learning and behavior, as
well as typical peer models
through Grade Six.
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SLDC Stories
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Philip, a nine-year-old with autism, returned to SLDC after several years in a district program. As is often the case with individuals who have autism, his lack of communication skills was primary among his many needs. But the first question to be answered centered around other causes – in addition to autism – for his nonverbal life.
District personnel felt that Philip needed to be forced to use his voice, but SLDC Speech Therapists felt that he had VERBAL APRAXIA (difficulty coordinating mouth and speech movements) and that his cognitive ability far exceeded his low academic achievement. In lieu of concentrating on the spoken word, they began having him use the basic level of PECS (Picture Exchange Communication System) in which actual photos or symbols are utilized in accordance with the student’s level of ability.
With Philip’s speedy progress in acquiring new vocabulary and constructing complete sentences, he quickly outgrew the physical limitations of the system. He moved on to other communication devices, including AlphaSmart, an electronic word processing device. With some gentle physical prompts, Philip has moved impressively through curriculum concepts.
Despite his success with a communication device, Philip remains a complex youngster who needs specific conditions to function, including access to .sensory materials, frequent breaks, verbal prompts, tactile prompts, tangible reinforcers and a printed schedule of activities that he can follow as well as anticipate. He also has difficulty accommodating change or altering his patterns of behavior.
When he’s not focused on academic tasks, Philip’s autism is more readily apparent, such as in a social situation or with self-help and independence skills. But still, his window on the world is beginning to open a bit, thanks to his ability to communicate – and our opportunity to hear what he has to say.
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Sadie was referred to SLDC in 2001 – her sixth placement in the five years since she was diagnosed with autism. In addition to autism, testing has verified that Sadie is obsessive compulsive, oppositional, hyperactive, anxious, impulsive and subject to quickly-changing emotions. Needless to say, her language development and learning are delayed, as well.
But Sadie is not helpless. She is tenacious and determined. At first, when she wanted something, she would wrap her arms and legs around her teacher’s leg, hanging on no matter how much he walked, saying “Oh, please, James, please, please, please, please. If you let me (do that puzzle, etc.), I won’t ask for anything else for the whole day. Please, please, please.” Sadie could do that for the entire day, and wear down every adult in the room!
Her teacher used language related to things that are of high interest to Sadie to engage her in academics. He also provided choices to accommodate her oppositional behavior and distraction to re-direct her when she was “stuck” on a thought.
Sadie starts every day with intense sensory input (weighted vest and deep pressure) to help her settle into work. She tells her teacher when she’s had enough and then says, “OK, I’m ready to (begin work).”
A rigid structure in the classroom is another help to Sadie. Her Mom says that it’s essential at home, as well.
Sadie has been at SLDC for three years and has just moved to a new room, a Junior High classroom, and her transition is going well – a tribute to the expertise and ability of SLDC staff to understand and to get through to a child with multiple difficulties.
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Sergio's Dad died from cancer at age 32. This event sent Sergio, nearly 10 years old, into a tailspin. He became depressed and suicidal, precipitating a nine year journey through a series of residential placements. Even a variety of meds, hospitalizations and a locked facility did not prevent him from an intentional overdose that nearly killed him. |
In due course Sergio ended up back at home with his Mom and, eventually, attending SLDC. He is a very verbal young man who has strong feelings about his experiences. While he may not be a typical SLDC student, what he says about SLDC is significant for all of our students, no matter what their disability or age or functional level.
“The staff at SLDC is friendly and understanding. They never judge students by their disabilities. They don’t put limits on what students can do. They understand how bullies can take away your self-esteem. At SLDC the staff helps bullies understand why they act that way.
“At other schools the teachers are scared of the students; they’re too aggressive when they talk to you and they don’t look at you. The way teachers talk to you at SLDC you can understand what they say. And they don’t blame you for everything you’ve ever done. They look at what you have accomplished, and what you still need to accomplish.
“At SLDC the students have room to breathe; they’re not all bunched together. And Dawn is always here. At other schools, if you try to talk to the boss, they’re never there. Or they’re always too busy.”
Today Sergio still holds the job at Michael’s that he started in SLDC’s WorkAbility program. He appreciates what he has learned there. “Their patience and understanding have taught me that I can have a career”, he says. And we believe he’ll be successful whatever he does.
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