Ulster BOCES means different things to different people. For parents of children who have Asperger Syndrome, Ulster BOCES means having a safe, supportive, and structured learning environment where their special needs children are able to interact with other students with shared or similar interests, while gaining the education and skills necessary to become successful in society.

The Ulster BOCES Asperger Program Independent Education (APIE) service was launched in September 2006 and was created in response to a growing need to offer educational programs in Ulster County for students in Grades 8–12 who have the autism symptoms that are primarily associated with Asperger Syndrome.

Asperger Syndrome is a neurobiological disorder in which individuals of normal intelligence and language development show signs of autistic-like behaviors and experience marked deficiencies in social and communication skills. Symptoms range from mild to severe.

The type of autism that affects people with Asperger Syndrome is different than what people perceive it to be. Students in APIE maintain average, and often above average intelligence, but certain aspects of Asperger Syndrome prevent them from fully functioning in a traditional educational environment, which is why it is advantageous for students to attend the specially-designed APIE program.

“An APIE student’s fullest potential is reached through the powerful combination of small group instruction and appropriate therapies,” says Marlene Anderson-Butler, director of Special and Alternative Education at Ulster BOCES.

The Ulster BOCES program offers a needed and valuable service to students. Enrollment doubled in the first year alone. “In addition to the increased enrollment, success of the program is measured by the fact that students’ academic grades have risen, along with their attendance,” states Anderson-Butler.

The classrooms, which are designed to create a specialized learning environment directed to the needs of this population, feature special low lighting, comfortable chairs, and computers. The classrooms are located in a quiet area in the Ulster BOCES Center for Alternative Education (CAE) campus, which is modeled specifically to serve students who have sensory issues.

The program is divided into two groups, one for students in Grades 7 to 9 and one for those in Grades 10 to 12. The focus of the APIE program is to provide a self-contained, hands-on supportive classroom. A New York State Regents curriculum is taught, and students are provided with mainstream opportunities to the general education setting.

The program is delivered in a group setting and offers students an assortment of special needs services (such as speech language therapy, counseling emphasizing social and communication skills, occupational therapy, assistive technology services, life skills training, and vocational training). Additional support in an individualized setting for speech, counseling, occupational therapy, and physical therapy is also available.

Family counseling is also provided to offer support on raising adolescents who experience the challenges associated with Asperger Syndrome.

New Paltz residents Diane Magnani and Janet Salt both have sons enrolled in the Ulster BOCES APIE program who previously attended an ASPIE program offered by Onteora Central School District. When the Onteora program was eliminated from the budget several years ago, there was a void left in the logistical area for students with those specific needs.

“There was a big scatter. Where are the kids going to go? That was the big question at the time,” recalls Magnani. Adds Salt, “We all had to try to figure out what we were going to do next. I went to my district and asked them.”

Magnani and Salt credit New Paltz Schools with great support for a new program, as well as Ulster BOCES. “New Paltz really wanted to have a program running,” says Magnani. “Then Ulster BOCES stepped up to the plate to service the community of high-functioning autistic high school kids. They were very excited to do the program and to work with this population of students.”

“When Ulster BOCES started the program, they were ready,” remarks Salt. “The teachers attended trainings and they knew what to expect. They had all the students’ IEPs (Individualized Education Plans), and they planned ahead. The teachers and all of the staff are just wonderful and they are all very accessible. There is constant communication.”