Grades k-5 available as co-ser 203.003 (6:1:2 Classes)

The Autism Program Independent Education (APIE) supports students with demonstrated characteristics of autism who need specific sensory and behavioral supports and instructional differentiation. The elementary school program classrooms are self-contained for Grades K-2/3-5, where students remain in one classroom for all core content area instruction with an emphasis on embedded communication skills development. Academics are delivered through a solid instructional and multidisciplinary framework and include prosocial skills development. Proactive and positive behavioral, communication, and sensory supports are provided through a whole-child approach with support from each student’s team of related service providers, including Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Counselor, and Positive Intervention Team (PIT Crew) trained in Therapeutic Crisis Intervention (TCI), as needed. Individualized support planning is a key component of this program and may include a Functional Behavioral Assessment (FBA) and a Behavioral Intervention/Support Plan.

Our elementary programs include a multidisciplinary team of providers who work in concert to implement our whole-child approach to learning. The program will include the following services in a whole-group setting:

• Speech language therapy with an emphasis on pragmatic communication skills.
• Counseling with an emphasis on social and communication skills.
• Occupational therapy with an emphasis on collaborative group work.

Additional case management and related services may be added based on the student’s Individual Education Plan (IEP).

Grades 6-8 available as Co-Ser 208.003.001 (8:1:1 Classes)

grades 9-12 available as co-ser 208.003.002 (8:1:1 classes) 

The Autism Program Independent Education (APIE) was created to support students with demonstrated characteristics of autism.

1. The departmentalized high school program provides students with the opportunity to transition to different classrooms for their core content instruction, and their existing credential will be a NYS Regents diploma.
2. The self-contained high school setting emphasizes embedded communication skills development. The student’s exiting credential may be a NYS Regents or local diploma.
3. The middle school program is a self-contained classroom for Grade 6-8 students who participate in the regular NYS assessments.

In both departmentalized and self-contained models, academics are delivered through a solid instructional and multidisciplinary framework and include prosocial skills development. Proactive and positive behavioral, communication, and sensory supports are provided through a whole-child approach with support from a team consisting of a Counselor, Occupational Therapist, Speech and Language Pathologist and Positive Intervention Team (PIT Crew) trained in Therapeutic Crisis Intervention (TCI).

The program will include the following services in a whole-group setting:

• Speech language therapy with an emphasis on pragmatic communication skills.
• Counseling with an emphasis on social and communication skills training.
• Occupational therapy with an emphasis on collaborative group work.

Additional case management, transition planning, and related services may be added based on the student’s Individual Education Plan (IEP).

Co-ser 203.003.003 (6:1:2 Classes)

This program is designed for students who need highly specialized instructional support and who have multiple needs in addition to significant social and emotional concerns that impact learning. Instruction is delivered in a small group, self-contained setting with a high ratio of adult support. Both academics and prosocial skills development are delivered through a solid instructional and multidisciplinary framework, and proactive and positive behavioral, communication, and sensory supports are provided through an individualized whole-child approach, with supports from each student’s team of related service providers, including Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Counselor  and Positive Intervention Team (PIT Crew) trained in Therapeutic Crisis Intervention (TCI), as needed. Individualized support planning is a key component of this program and may include a Functional Behavioral Assessment (FBA) and a Behavioral Intervention/Support Plan. The student’s expected exiting credential will be the Skills and Achievement Commencement Credential (SACC) for students with disabilities.

The program will include the following services in a whole-group setting:

• Speech language therapy with an emphasis on pragmatic communication skills.
• Counseling with an emphasis on social and communication skills training.
• Occupational therapy with an emphasis on collaborative group work.
• Life skills focus, both personal daily living skills and pre-vocational training.

Additional case management, transition planning, and related services may be added based on the student’s Individual Education Plan (IEP).

ages 15-21 (approx.) available as Co-Ser 208.002 (8:1:1 Classes)

The curricular emphasis of this program is on the development of language, prerequisite reading and math skills, self-care skills, pre-vocational skills, and social/emotional development through small group instruction. As students progress, they may transition to community connections (allowing them to explore careers through Transitional Occupation Program (TOP) at the Career & Technical Center) or to an occupational program through the ARC. The student’s exiting credential will be the Skills and Achievement Commencement Credential (SACC) for students with disabilities. The program includes the instructional component only.

The program will include the following services in a whole-group setting:

• Speech language therapy with an emphasis on pragmatic communication skills.
• Counseling with an emphasis on social and communication skills training.
• Occupational therapy with an emphasis on collaborative group work.
• Life skills focus, both personal daily living skills and pre-vocational training.

Additional case management, transition planning, and related services may be added based on the student’s Individual Education Plan (IEP).