Transdiciplinary adacemic and social program for students diagnosed with PDD, Aspergers, Regulatory Disorder or Sensory Processing Disorders

9:00-9:15	Greetings, unpacking backpacks, free time/play and orienting to the room.
9:15-9:45	Circle time – Preview of the day, critical thinking, sharing of opinions. Opportunities for individual Floor Time during this period when a child is not yet ready for circle time.
9:45-10:30	Individual and small group academics (Language Arts (Reading, Writing), Math, Science, and Social Science) These academic areas are in accordance with Illinois State Learning Standards and Guidelines. Please note that academic concepts are not limited to this specific time frame. They are additionally embedded within daily activities where appropriate. For example, during snack time, counting and mathematic concepts are embedded while determining “how many” each child would like to have and an assessment of that quantity (enough, too few, too many, less than, greater than, equal to).
10:30-11:15	Individual and small group academics continued.
11:15-11:45	Gym, Art, Music (Specials will be rotated throughout the week).
11:45-12:30	Lunch and Recess – Individual and small group peer interactions will be facilitated and supported.
12:30-1:00	Regulation (yoga, therapeutic listening, relaxation), motor planning, visual spatial activities.
1:00-2:00	Floor Time - This is individualized per each child’s individual profile and program goals. Areas that will be addressed within this time frame may include: regulation, mutual engagement, language and communication, problem solving, symbolic play, abstract and critical thinking opportunities, motor planning, peer interactions, and expression of ideation.
2:00-2:30	Closing circle time – time to share the experience of the day. Packing to go home and saying good byes to staff and peers. Throughout the day, Floor Time principles will be infused and utilized when addressing any academic, individual or group goal, and throughout each interaction with the child.

Dr. Stanley Greenspan and Dr. Serena Wieder’s guidelines for instruction in a classroom environment.

Developmental Level – Until a child is consistently engaged and interactive with one adult; 1:1 interaction is necessary to help the child develop mutual attention, reciprocal interaction and continuous communication. At this time, the child would not benefit from being in a group.

Once the child is interactive with adults, small group experiences for sensorimotor experiences can proceed. Child should begin with 1:1 support with one, two or three children. Group Size – 4.

As the child moves to the next developmental level, 1:1 support should be provided for symbolic play. Once underway, mediation with one other child can be added. Group size – 2.

Once the child is interactive with one other child, group size can slowly be expanded for sensorimotor playground/gym activities and games or center work. Child should first work with one other child on cooperative tasks and then expand. Group size – 4-6.

Once the child is symbolic and verbal, he may engaged in both 1:1 and 2:1 interactive symbolic play sessions. Group composition can now be larger to encourage child to play with different children and themes. Group size – 4-6.

When some social skills are in place, the ratio of teacher to child can be increased to 1:2 in a larger group composition. Group size 8-10.

Soaring Eagle Academy is a 501(c)(3) non-profit registered in the state of Illinois.