The entries below are just a few of the hundreds of success stories that happen in NAPSEC programs each year. These stories are real life experiences shared by students, parents and families. Success that is experienced in private early intervention services, schools, residential therapeutic centers and adult living programs serving individuals with disabilities.

NAPSEC programs represent part of the continuum of alternative placements and services that is required by the Individuals with Disabilities Education Act (IDEA). The continuum was created to ensure that all students with disabilities be appropriately served. IDEA recognizes that "one size does not fit all" by providing optional environments for students who cannot be successfully educated in the general classroom.

Although NAPSEC programs are very diverse in the disabilities they serve and the services they provide, they all operate on this fundamental belief: to guarantee that each student’s unique needs are met on an individual basis in order to achieve his/her maximum potential. Each NAPSEC program’s goal is to provide a safe learning environment in which individuals achieve the skills necessary to return to the regular classroom and/or function successfully in society.

NAPSEC programs are a piece of the comprehensive IDEA puzzle that brings it all together for many individuals with disabilities by providing the place where they uniquely fit and succeed. These stories are proof that IDEA works!

Amy came to Crotched Mountain at the age of sixteen. She had suffered a spinal cord injury in a bicycle accident when she was 13 and spent the next three years in hospitals. Amy was completely physically dependent on others and needed 24 hour medical supervision to monitor positioning, lifting, and feeding. The long course of medical treatment in the hospital had left her socially isolated and three years behind in her academics. However, Amy possessed the courage and determination to meet and overcome her daunting physical challenges.

Amy attended her first day of school at Crotched Mountain on a hospital gurney. She loved her classes and applied herself immediately to her academics. Her verbal skills were excellent, but she had years of academic work to make up. With hard work, Amy learned to do all her written assignments with a mouth stick and developed excellent penmanship. The school gave Amy the opportunity to discover her considerable artistic talents with the use of a mouth brush. She accepted the challenge, and her art developed to the level where Crotched Mountain used several of her lovely landscapes in its promotional materials.

Crotched Mountain provided Amy with the educational opportunities, survival skills, and social skills a woman with disabilities needs to live successfully in the community in the 90’s. She graduated from high school in 1995 and through her own advocacy, with the assistance of the school staff, she has been able to break through barriers in her hometown. Because of her determination and courage, she is now living in an apartment equipped with technology that enables her to open doors and windows, turn on the TV, and use the phone.

Amy will face many more challenges but her personal courage and persistence allow her to live an independent life. Today she attends college and plays an active role in her local church. Amy is a competent, participating member of her community.

COMPASS  Jamaica Plain, MA

Last September Ascer entered Boston College on a full four-year scholarship. But Ascer could have just as easily followed his brother, Sadrec, into an early grave. That he is neither dead nor incarcerated is a testament to the power of his talents, his determination, and the heroic contributions of the Compass School staff. This alternative school’s mission is to develop the potential of kids "at risk" due to their exposure to violence.

Ascer describes the mixed feelings that tore at him when he learned of Sadrec’s death while attempting to flee another teen. "Do I go out and seek revenge for my brother?" His mother’s voice cut through the anguish. "She told me I had to give her something she could look up to. Without her, without what she asked of me, I don’t know if I would’ve kept my focus."

During school hours, inside the haven of Compass, Ascer could concentrate on his passion for art. But the tensions of the streets returned when he was away from school. A month after his brother’s death, Ascer could not ignore what was scrawled on a wall about his brother. "Somebody wrote something about him. I went to the kid. I told him not to do it again. Then, as I was walking away, I saw that he was sneaking up on me," he recalled. "We started to fight. Then some of his friends came. I was starting to walk away when someone pulled out a gun. I got shot." The bullet passed through his upper lip and nose. Three days later he was back in school.

"I wondered if I could walk around my neighborhood anymore," he said. "Would I have to keep looking all the time for someone to be shooting at me?" Through the fall and winter he stoically took on this struggle of life and death, while orchestrating the pieces of his application to BC. "Every day it was like somebody was holding my head under water and I was trying to lift it up. Then the day the acceptance letter from BC came, it was like someone gave me oxygen. My head was above water, I could breathe again."

Today, Cindy is the Assistant Director of the Girl’s Club in a large New England city. This successful young woman was a very different person at 14, when she entered Valleyhead. Then, she was so emotionally and behaviorally out of control that she could not attend school and had been misdiagnosed as mentally retarded.

Cindy’s early years were filled with violence, abuse, and chaos. When this happens to children, they often react, as Cindy did, with violent behavior toward what they perceive to be an uncaring, harsh world. Within four short years, Cindy recovered from the effects of her early misfortunes, graduated from Valleyhead, and went on to the University of Connecticut. Valleyhead made her recovery possible.

Cindy had a difficult time adjusting to the school until she realized she was finally in a place where adults were trustworthy and things were predictable. At first her personal hygiene skills were non-existent because she felt so badly about herself. She reacted to feelings of frustration with assaultive behavior and spent most of her days in the "time out" room being physically restrained. With the benefit of Valleyhead’s consistent, nurturing, therapeutic milieu and time, Cindy slowly learned to control her behavior. She also learned she was not a crazy, retarded, unlovable girl, but a person the staff cared about, even on her "worst" days. With her behavior and emotions under control, she developed the drive to work hard in school. She blossomed academically and after graduation earned a BA in a program for learning disabled students at the University of Connecticut.

Besides providing educational and clinical services, special places like Valleyhead sometimes function as families for children with special needs whose relatives are not available and who are not able to live in a foster home. Cindy’s relationship with Valleyhead did not end at graduation. During her four years at U. Conn., the staff stayed involved, providing her with support, advice, and encouragement. The career path Cindy has chosen, working with other young people in need of support and guidance, is her way of thanking the people at Valleyhead for giving her the chance to transform her life.

Dearborn Academy  Arlington, MA

"It was like I was born again," said 21 year-old Francisco, when he received his diploma from Dearborn Academy. Graduation was a dramatic turning point for this Nicaraguan native whose life has been riddled with tragedy.

As a 13 year-old Sandinista soldier he had dodged bullets, endured torture, and survived head injuries in a bombing. Eventually he escaped to the United States. His years of suffering stand in stark contrast to the passion for gardening that he discovered in the two years at Dearborn. In this special school he has learned English, math, life skills and, job training and had many hours of counseling for post traumatic stress disorder and the flashbacks that still haunt him.

When he was barely 13, the Sandinistas kidnapped him to fight in the country’s bitter civil war. "I was feeling so bad because I was only 13 years old. I didn’t know what I was doing. I was only a kid." When he resisted killing and maiming his countrymen, Sandinista soldiers tortured him. Using a car battery, they wired his ears and shocked him to the point where his hair stood on end. "I just wanted to go to another country and be safe. I didn’t want to be in a war." In 1990 he fled Nicaragua, survived capture and more torture in Guatemala, and with the assistance of a Catholic priest, finally swam across the Rio Grande to Texas. He was granted political asylum in 1991 and made his way to Massachusetts with the assistance of a religious group that supports political refugees.

From 1992 to 1994 Francisco lived with host families but had to be hospitalized several times for treatment of his war-related, psychological problems. At the age of 19 he came to Dearborn. "Francisco, of all the people I’ve worked with, has the most severe issues to overcome," said his counselor, Chris Kerno. "But he has the most perseverance and drive." With the support of Dearborn staff, the young man, who had been an unwilling soldier, discovered a love for growing things. He planted and maintained flowers, fruits, and vegetables around the school building’s perimeter. "I am sad to leave the school," Francisco said. "I’ve been with a lot of good people here. They brought me back."

Joshua had always been in special needs classes, testing in the borderline IQ range, with significant delays in speech and language. When he was 12 years old, he became ill with what was eventually diagnosed as "Kleine-Levin Syndrome," a rare neurological disorder manifested by terrible cycles of obsessive eating and catatonia, followed by extreme mania and insomnia. Between the ages of 12 - 15, Joshua was hospitalized more than a dozen times. Being "on alert" for 24 hours a day took its toll on everyone in the family, particularly his mother, Lois. After initially rejecting the doctors’ recommendation that Joshua needed a residential school with a strong medical component, she came to understand that, "No one person, no matter how dedicated, is capable of remaining on duty 24 hours a day."

Lois selected Devereux because of "its behavioral program and on-site medical staff, as well as its academic offerings." Reflecting on her feelings when Josh entered Devereux at 15, she says, "I felt that no one could parent Joshua as well as I could. I was wrong. His daily needs were cared for and he was nurtured by the most giving, caring, warm, and loving group of wonderful people. The staff at Devereux gave him so much more than medication and schooling."

"There were hugs, encouraging words, a positive reward system, and constant communication with me. They nurtured the ‘I can’t’s’ and disciplined the ‘I wont’s’ and soon I saw glimpses of ‘My Old Josh."

The psychiatrists patiently and carefully took Joshua through medication trials. Lois recalls that, "When a trial was unsuccessful, the staff kept Josh on campus as long as possible in order to avoid another hospitalization. During those times staff often remained with Josh long after their shift ended." During Joshua’s six years at Devereux, he progressed from an inability to control his impulses and from multiple hospitalizations, often requiring restraints, to becoming a warm, reliable, competent 22-year-old.

"I look at my son today and I give Devereux full credit," says Lois. "Thanks to the care and caring, Joshua now lives in a supervised group home with two roommates. He has a job where he is respected and well-liked by his employer and fellow employees."

 Farr Academy  Cambridge, MA

When Kevin graduated from Farr Academy in 1996, he wrote in the school newspaper, "Sometimes things happen in your life and you get real tired and you feel like everyone and everything is against you. But when you get like that you’ve got to go down real deep inside of yourself and tell yourself that ‘I can do it.’ And people at Farr will make sure you keep pushing on, because you really can do whatever you want to do." This is a remarkable statement for a young man who had experienced four psychiatric hospitalizations by the age of seven.

Profound loss filled Kevin’s early years. His father left the family when he was four. When he was six, his mother died suddenly. He moved in with his grandmother, but he was too out of control for her to handle. At school he was distractible and explosive. At home he attacked people, set fires, and ran away. This dangerous behavior led to psychiatric hospitalizations and then a long placement in a residential program. At age ten, Kevin returned to his grandmother.

The fact that he refused to talk about his mother during these four years of treatment suggests the depth of his emotional pain. It wasn’t until he went to Farr at the age of 12 that he received help for the combination of learning disabilities and emotional issues that were destroying his life. At Farr he learned to understand his behaviors and ask himself why he did what he did. He began to talk about his mother and he and his grandmother entered family counseling at school. The belief that he could succeed slowly replaced his feelings of sadness, confusion, and anger. Outreach by his homeroom teacher, including evening meetings and on-call telephone talks, helped the family through difficult periods. With small classes and assignments tailored to his learning style, Kevin learned how to learn, concentrate, and strive for success.

Farr helped Kevin believe in himself. Since graduation he has been working full time at a day care center in Roxbury and evenings as a youth counselor. He plans to attend Roxbury Community College and study to be a paralegal.

Things are going well these days for Latasha, but this has not always been the case. Just a few years ago life was very different. Her home life was difficult and unhappy and school was the furthest thing from her mind. Latasha, who was born with learning difficulties, was lost in the educational system. "I skipped classes a lot ... I didn’t like school," she remembers. When she wasn’t skipping school, she was being suspended. Her public school was not capable of dealing with her complex individual needs. But then, in 1994, she came to the Protestant Guild Learning Center. "Latasha needed structure and guidance in her life," explains Melissa Potter, the Principal of the Learning Center. She was always in trouble because her previous school had not recognized that there were connections between her behavior in school, her learning difficulties, and her home situation.

About a year after coming to the Learning Center, Latasha entered the Watertown High School Learning Center Collaborative Project. The goal of this program is to integrate Learning Center students into the public high school. With the guidance of a Learning Center teacher, students participate in regular classes and extracurricular activities.

Latasha’s outlook on life began to change dramatically. Her chronic behavioral problems disappeared and she became a model student. Roberta Best, who teaches child development and parenting at Watertown High, describes the "new Latasha" — "She tries very hard and works to the best of her ability. You can’t ask for much more than that." In her two years at Watertown High, she has earned above average grades. "She really challenges herself with her studies," Potter says. "It is an amazing achievement for her to commit to school like she has." After she graduates Latasha would like to study child development. She has already looked into some local colleges and hopes to find a program suitable to her learning needs.

Latasha remembers a few years ago when she did not like school and placed little value on education. With a lot of hard work and a little direction, she now fully understands why school is so important. "You don’t get handouts when it comes to education," she says. "You have to work for it."

The intensive residential and educational services of the Evergreen Center prepared Maria, who is mildly mentally retarded, for a new life. Physical and sexual abuse and severe neglect filled her early years. When a DSS caseworker removed her from her parents’ home, there was nothing edible in the apartment except a pound of sugar. Experiences like Maria’s can leave children with permanent psychological damage that makes it impossible for them to succeed in school or live with another family, but Maria was fortunate. Her DSS worker arranged for an emergency placement at Evergreen, where, according to a representative of her former school system, the staff provide "a home for the kids — a real family atmosphere."

Given the deprivation of her past life, it is not surprising that Maria was obsessed with eating and bathing. During her adjustment to Evergreen, Maria would explode with aggressive behavior toward herself and others if she had to wait for food or a bath. Within a few months, Maria’s behavior in her group home and at school began to improve. These changes occurred because Maria came to realize she was enveloped in a 24 hour milieu where the adults cared about her and were dedicated to keeping her from harm. However, a group home is not a permanent family and Maria needed and deserved a real home.

Last year, Juanita, a half-sister whom Maria had not seen for several years, visited her at the school. The visit was a success. Shortly afterward, DSS developed a plan for Juanita to assume custody. Evergreen staff worked intensively with Maria and her sister to ensure a successful transition. Preparation included acquainting family members with ways they could support Maria when she was anxious and techniques for anticipating and handling problems if they should arise. During home visits Evergreen staff were always available to come to the house or provide support by telephone. The calls for assistance never came. Maria had developed the emotional stability and behavioral controls to succeed.

Maria has been attending a public school collaborative near her new home for a year now. Perhaps the best measure of her success was her teacher’s response when Evergreen staff asked him how Maria’s behavior had been — "What behavior?" he asked.

The public schools expelled Pepe when he was seven. He had started having extreme behavior problems following his return after a lengthy hospitalization for the treatment of severe burns to his face and chest. He showed no regard for his own safety or the safety of others. He attacked students and teachers. One day he ran under a school bus. These behaviors, plus constant hyperactivity and screaming episodes, led to suspensions and finally expulsion. Today, Pepe is back in public school and thinking about going to college. Lighthouse School made the difference.

At Lighthouse the staff discovered that Pepe was bright but lacked any insight into how his behavior affected others. As teachers and counselors got to know Pepe, they realized he felt worthless and unloved. For a boy of seven, he was in a terrible emotional bind — he wanted to be in charge of everything, and at the same time desperately wished to be nurtured.

With comprehensive treatment, Pepe came to realize his own worth and was able to develop relationships. Looking back on how he changed, Pepe says, "I learned at Lighthouse School that I had feelings, that they could be talked about, and that people at school would be there for me, even if I had ‘bad’ feelings."

Pepe’s road back to public school has been long and filled with hard work. He was ready to return for his freshman year. Now he is graduating after completing the academic track. He has excelled in math, biology, and Computer-Aided-Design courses and played on his school’s football and basketball teams. Although there are still times when he becomes anxious, he knows how to get support and does not let his behavior get out of control.

When Pepe returned to the Lighthouse School for Thanksgiving dinner in 1996, he spoke to the students and staff about what the school means to him. "After being at Lighthouse School and feeling for the first time that people really care about me, I can give other people a chance. You were like a family to me. Without Lighthouse School, I know I would have just quit school and had problems in everything I did."

Harmony Hill School  Chepachet, RI

He’s being taught at a level he’s able to grasp. Here, he’s an individual. They know how to get into his mind. They can make him understand and bring him up to a level he should be at. Before he was part of a system that didn’t respond to the uniqueness of his personality.

Richard: I feel good about myself now. People like me and trust me. My goal is to get out of this place. That’s a goal for everybody here. If you get to leave and go to Harmony House or home that means you’re a success.

Mother: Harmony Hill helped to show me what my child is capable of and what kind of person he really can be. I found out medication-wise what can and can’t help him while he was in a supervised, safe and CARING environment. They showed me how to be the parent I couldn’t be for him. They told me things about myself that I needed to change, encouraged me to accept them, do them and turn my life around. I participate in everything he does, am kept well-informed and invited to do different things for him. Harmony Hill saved us. It saved my life with my son.

Grandmother: A lot of prayers have been put into this, believe me. We were at the end of our rope. Richard’s mother had so much trouble with him. Harmony Hill took care of her life, not only his. And that helped my life, too. I’m happy for Richard... he knows we are.

Richard: I’d like to be a cook and go to Johnson & Wales. I like to look ahead.

League School of Greater Boston  Walpole, MA

Greg carries a diagnosis of Autism with abilities at the high functioning end of the clinical disorder. He was 13 when he arrived at the League School. Previously he had attended a public school collaborative in his community. Although he had significant academic potential and was verbal, he had not done well in public school. His inability to manage his anxiety at school, home and in community settings resulted in poor academic performance, limited his social contacts with peers, and led to behavioral difficulties around peers and adults.

Greg spent his first several years at the League School learning the basics of acceptable school behavior through a special program that emphasized everyday social and language skills. The school environment, with its structure, support services, and professional staff, helped Greg identify and take responsibility for his behavioral issues. He learned to significantly enhance his communication skills with peers and adults, which had a positive impact on his performance in the academic, emotional, and social realms. Greg’s work on his goals at school was closely tied to his family’s work with him at home and in the community. Greg’s determination and this coordination between home and school produced dramatic results.

By the time Greg entered late adolescence, he had developed a new set of interpersonal skills along with solid cognitive abilities that made vocational training for the competitive job market a realistic goal. Through the League School, Greg successfully worked in various job settings, including a supermarket, a hospital, and a restaurant. He showed a remarkable level of personal growth as he mastered new job skills. Greg was able to measure his success through positive social connections with coworkers, approval from his employers, and recognition from his classmates.

With confidence in his abilities, Greg and his family viewed graduation from the League School as his opportunity to successfully enter the work force and adulthood.

In September of 1996, Greg began working full time as an assistant baker at LaPatissenie Bakery in Winchester, Massachusetts. Greg has proven to be an excellent employee. He is reliable, accurate, and able to meet the quality standards of his boss. Over the past 29 months in competitive employment, Greg has been named "Employee of the Year" by his placement agency and received the "Self Determination Award" from the Department of Mental Retardation in recognition of his social, emotional, and vocational growth in the pursuit of individual independence. This success at work has carried over into his leisure time. He joined a Department of Mental Retardation social club that provided him with opportunities to interact with other adults in local activities along with regional and foreign travel opportunities. Building off this success, Greg has made independent social connections with peers around his community.

Greg continues to grow at work, in his community, in his personal relationships, and at home. He willingly accepts and enjoys more responsibility and independence. He has become a recognized, respected and valued contributing member of his community.

Children with complex special needs often require long term, intensive programs in order to develop physically, emotionally and cognitively.

Meaghan is 9 1/2 years old but has the physical stature of a child half her age. Her diagnoses include multiple congenital anomalies, visual impairment, and moderate hearing loss. Meaghan had very few skills when she arrived at Berkshire Meadows five years ago. She communicated her wants by reaching and pointing. She communicated her frustration at not being understood by frequent temper tantrums. Her overall cognitive potential appeared low. Because of poor muscle tone, she was unable to sit, kneel, stand or walk without support. For her, the world was small, restricted and frustrating.

Today Meaghan is a very different girl because of Berkshire Meadow’s supportive physical therapy and specialized educational programs. Perhaps the most obvious progress has been in her physical abilities. Meaghan is able to sit independently, pull herself to a standing position and walk with a walker. She can move about her environment freely.

Subtler, but no less amazing, has been the improvement in her cognitive functioning. Meaghan is getting ready to read. She consistently uses ten manual signs, some Mayer-Johnson cards to indicate her choice of activities and a customized picture book of photographs from which she selects her preferred activities. Meaghan has become skilled at independently using a computer equipped with a touch screen. She uses all these methods throughout the day to communicate.

Meaghan now understands the concept of numbers and recognizes numbers up to ten. She also recognizes all upper and lower case letters and has begun identifying words.

She knows her way around several animated preschool programs — finding letters and numbers, following directions and manipulating objects.

Meaghan continues to have periods of frustration with the world around her, but her growth has been tremendous. Her world is expanding. Everyone who knows Meaghan sees her potential for greater development in the years ahead.

Cotting School  Lexington, MA

A scar, longer than a man’s finger, shows through the hair on the back of Peter’s head. The scar marks the location of a shunt that was surgically implanted to drain the accumulation of excess fluid from his brain due to a condition called hydrocephalus. This fluid caused neurological damage that led to learning disabilities that made it impossible for Peter to keep up with the rest of his public school class.

For years his parents had tried to convince their school system that Peter needed the specialized services and safe environment of a private school. In middle school, the social and emotional ramifications of Peter’s learning disabilities took on new seriousness. Other students were hostile toward Peter because they saw him as different. They called him names and pushed him around. After a life-threatening altercation on a school bus that required two major surgeries for Peter, the school system referred him to Cotting.

When Peter first came to Cotting School three years ago, his teacher Ms. Hickey described him as, "... quiet and shy, totally nonassertive. He had zero self-esteem because he actually believed what those kids had said about him, that he was stupid." He also had trouble with organization, judgment, and decisions.

At Cotting, Peter began to break out of his shell. In a small class of boys and girls, Peter finally received the individualized attention he needed. Because all Cotting students have special needs, the focus wasn’t on Peter’s disability but on his talents, friendliness, and sense of humor. He made friends. He also discovered creative writing, an outlet for his acute observations and emotions. Ms. Hickey unearthed a talent. "He is an amazing writer. No one had a clue before Cotting." Says Peter’s mom.

These self-discoveries boosted Peter’s self-esteem and gave him the motivation to break through his learning disabilities. Today the same boy who was once spat upon and ridiculed has become a leader in Cotting’s high school. He plays on the varsity basketball team and led a T-shirt sale to raise money for team jackets. He is also helping organize a student council.

Peter has learned ways to compensate for his learning disabilities. He now can realistically set his sights on attending college. "The most important thing I’ve learned," Peter says, "is that I’m not what kids at my public school said I was. I’m not different in any way. Except for my disability, I’m just the same as everybody. Realizing that, I have more confidence."

Within a year and a half Sam had made sufficient gains in behavioral, communication and academic areas to begin the transition back home and to his public school. NECC’s Transitional Services Department works with families and public schools to reintegrate day and residential students with their community schools by providing a model of services based on each child’s unique needs. Through this department Sam and his family received training and education from a home inclusion teacher. When Sam returned to public school in the fall of 1997, an NECC school inclusion teacher, who provided support and expertise directly to Sam and the staff of the Briggs Elementary School, accompanied him.

Kathleen Gales graduated this past May from MacMurray College in Jacksonville Illinois. She received her Bachelors Degree in Special Education. Kathleen was once a student at the New Interdisciplinary School (NIS) along with her brother James. She was a lovely little girl with warm big brown eyes eager to learn. While Kathleen was at NIS she made many friends. One of the friends that was special to her was a little girl that was hearing impaired. Due to her own determination and the affection that she had for her friend, Kathleen learned sign language in order to communicate with her. Despite her own disability, Kathleen, with the help of her mother Juliana Gales, attended sign language classes at the local public library.

Now at 22, Kathleen is working as a teacher for the deaf at the New York State School for the Deaf in Rome, New York. Who would have known 19 years ago that the shy quiet little girl with blonde hair was so moved by her experience at NIS that she be determined to make a difference in the world of children with disabilities?

When her mother was asked, "What was the one thing that Kathleen gained at NIS?" she replied "INDEPENDENCE" and most of all the assurance that she could be anything she wanted to be in life.

"I never will forget the feelings inside of me when I learned that my son was delayed developmentally. My first reaction was, oh Lord, what did I do to make my precious child struggle his way through! When given the proper love and guidance that he needs, not only will he move forward, but he surely will succeed!"

"It’s places like NIS and all the people there that help these little children through the troubles they must bear! Now as we move on to begin a life that’s new, we want to stop and thank you for all the things you do! You made us feel secure and were always by our side, when life was too much to handle no matter how we tied!"

"You were always there with a helping hand to lend right from the beginning and now into the end because we have a child who has special need our paths have crossed all of you who are a special breed! As we close this door behind us and open one that’s new, we know that we are ready and the thanks we owe to all of you! We never will forget all our friends at NIS! You’ve filled our lives with hopes and lots of happiness! So, as we say good-bye to a school that’s number one, know in your hearts the excellent jobs that you have done!"

The Children’s Guild  Baltimore, MD

Demarcus’ father: Demarcus has been in school, as far as having problems since kindergarten, and this is the first time he has been in a school that he feels that the teachers care and the staff cares rather than focus on the negative. The Children’s Guild tries to bring out the positive aspects. He’s eager to be at school.

He looks forward to getting up in the morning and coming to school. When he comes home and has a good report, he is very proud of it and he talks about his day at school and how his teacher has challenged him and how he has had a great day, as far as with his peers. For us, it’s a major relief because we have finally been able to find the place that brought out the best in him.

Rodney’s mother: To know that he was able to do it (graduate) and today to know that he felt so good inside to say ‘Mommy what you told me came true, once I set my mind to my goals I was able to achieve it.

This morning he was up at 4 o’clock fixing his hair, ‘Mommy is my shirt fitting right?’ I just hope he takes what he’s learned at The Children’s Guild and uses that from now throughout his life. He came a long way.

Rodney: The Children’s Guild taught me a lot of things. Taught me how to control myself. Taught me math, how to get along with my friends and stuff. I really don’t want to leave. I had so much fun with my friends and the staff.

DaRoss’s mother: The biggest improvement I have seen in DaRoss is his behavior and how he handles his behavior. DaRoss learned through The Children’s Guild there are other ways to solve problems – you don’t have to fuss – don’t have to fight.

DaRoss: My behavior has changed. My work has changed; I’m doing better. I’m getting higher grades.

Judge Rotenberg Educational Center  Canton, MA

Albert Kaifer: Very pleased at her overall progress – especially with the fact that she has recently been changed to a less restrictive residence and academic setting. Teearra is feeling good about herself. Teearra, for the first time in many years, is making gains in social, emotional and behavioral areas. Teearra feels safe and seems to realize she is part of a large family. As a result of my visit on October 23, 2001, I have told numerous educators, supervisors and private school directors that the overall JRC philosophy and program has had a very positive effect upon a seriously disturbed student in a relatively short period of time. I feel the quality of the staff as well as your and their professionalism and the on-going training of the staff is excellent. I feel that the JRC program can benefit very difficult students in gaining control of their lives -- certainly Teearra is able to function more appropriately and independently than she has in years.

Nick’s Mother: Overall, we are pleased especially with Nick’s academic progress and control over behavior. Nick is much more in control when he is home. He seems to finally be making progress in reading and math. The new program implemented this year seems to be helping. We are very pleased with the new reading program you have implemented in Nick’s classroom. He already seems to be doing better. We are also pleased with Old Maple - it's a nice house with just the right amount of supervision.

Noorali Nasser: We have seen tremendous improvement in his behavior. JRC has been a life saver for our son. JRC is an excellent organization and we are very happy with the service provided to us. His behavior is in so much control. A life saving institution. You are doing very well. We wish you had such a program in every state and we hope you will open one in NY state.

Alfredo Sciannamea: My son has progressed very well in his time at JRC. He is much more self-sufficient than we could have imagined. He seems to be very happy at JRC. The JRC program has made a positive difference in my son's life and our family's life. He is well cared for and we are confident in the fact that he is partially self-sufficient.

Rugby School at Woodfield  Wall, NJ

To appreciate the day Bob Faucher returned to Rugby School, you need to know a little about the day he first came as a student. That first day he arrived in a taxicab, he was an angry, frustrated 15-year-old "a boiling kettle" is how he was described. This was Faucher’s fourth school in three years, and his initial impression of it, from the window of that taxi, was overwhelmingly negative. The place looked dark and forlorn, a mirror image of his own mood.

Although Bob could be provoked easily, he was not a trouble maker. As a child he was diagnosed with attention deficit disorder (ADD). For him, elementary school was an exercise in futility. Day after day, he says he felt like a failure. "You act up and try to be the class clown," he explains, "because you’re trying to hide the fact that you’re having trouble learning."

By the seventh grade, it was obvious to his father that his youngest son wasn’t making any progress. The elder Faucher pulled the boy out of public school. Bob says it took him about a month to stop hating his new school long enough to notice that it wasn’t half bad. What’s different, among other things, is an emphasis on individualized instruction. There are 8 - 12 students in a class and an aide for each teacher. Another difference is the disciplinary philosophy, which focuses on rewarding good behavior rather than punishing bad behavior.

One Bob got used to the new rules, he thrived at Rugby, to such an extent that teachers and administrators encouraged him to return to a regular public high school, an option he and his father promptly declined. Whatever Rugby was doing was working, they reasoned, so why mess with success?

At Rugby Bob came to better understand the root of his frustration and learned ways to deal with it. "Instead of getting frustrated by a problem and running from it, I learned to adapt and overcome whatever obstacle was in my way," he explains.

Rugby worried about how Bob would do after he graduated from the program. However, their fears were put to ease when Bob returned to Rugby. This time, instead of a pained expression of a defeated adolescent, he wore a proud grin and the smart dress blues of a U.S. Marine. After leaving the Marines last year, Bob started his own landscaping business and will be utilizing his skills on the Rugby School grounds!

When 11-year old David came to Melmark, his communication and self-help skills were extremely limited and he displayed aggressive behavior toward others. One year later, when David was able to express his need to use the bathroom by handing his father, Ted, a picture card, Ted was so startled by his son’s first formal communicative act that he couldn’t think of what to do next! The father-son relationship had changed forever. Today, communication between David and his parents flows regularly. Whether using his picture menu while out to dinner, David expresses his needs, desires and preferences to those around him with ease.

David’s education is an example of Melmark’s philosophy in action. Part of his education includes daily trips into the community, especially to the supermarket where he practices occupational therapy, physical therapy, and communication goals by pushing, loading and unloading shopping carts, selecting items, and paying the cashier. He also enjoys opportunities to pursue socialization and education goals while having fun.

Through intensive communication training, David has acquired a vocabulary of over 50 picture cards. He also uses a picture schedule that helps him prepare for transitions to new activities. By breaking complex skills into smaller steps and using reinforcement strategies, Melmark’s educational staff have helped David begin to develop a variety of self-help skills, from hand washing and tooth-brushing to cleaning up after dinner and vacuuming his bedroom. Staff members work with David to help him control his behavior by using a relaxation strategy. David now often identifies when his is upset and respond by sitting down and relaxing before continuing with daily activities.

His strides in acquiring these skills have meant a lot to David’s parents. Ted says, "It’s something that concerns every parent of a child with disabilities. He may never be able to live on his own, so it’s important that he can take care of himself when it comes to getting dressed, or brushing his teeth, or washing his hands. Melmark has been able to teach him skills he never had before."

David’s highly individualized educational programs, like those for all Melmark students, were created by an interdisciplinary team consisting of specialists in psychology, psychiatry, special education, nursing, and occupational, physical and speech therapy. Plans involve coordination with caregivers – parents and families are encouraged to partner with the professional staff.

"Clinton grew up here, this was his life," said Verlene Warner, Clinton's teacher. Clinton came to Heartspring in 1988, at the age of ten. He recently celebrated his 21^st birthday and it was the first birthday that his mother was able to be at Heartspring to celebrate with him. Recently Clinton's mother left her life behind in Illinois and moved to Wichita, Kansas, so that she could be close to Clinton and he could live with her.

When Clinton came to Heartspring, he was diagnosed as hearing and visually impaired and mentally retarded with communication disorders. At that time, Clinton could read but was unable to write. He could sign, but not precisely.

Over the years that Clinton was at Heartspring, he developed a special bond with Verlene. Verlene's son and Clinton were friends. Clinton would visit Verlene's home and she would even cut his hair. Naturally, Clinton's mother and Verlene became close as a result. Not only was Verlene one of Clinton's teachers but they were two mothers whose sons were friends.

It was difficult for Clinton's mother to be away from her son, as it is with any parent. So finally, one day, she decided it was time to leave Illinois and move to Kansas to be near him.

It wasn't as easy as simply packing up and moving to another state. Clinton's mother moved to Wichita in June and stayed with Verlene until she could find a place to live. Verlene helped her to find furniture and the special touches that make a home. Once she was settled into her own home, it was time for Clinton to move as well.

This required a great deal of adjustment for both Clinton and his mother. To Clinton, living with his mother meant he was on a holiday. Now he had to make the transition to understanding that living with his mother meant home.

The transition was an exercise in patience and careful planning for all involved. Clinton needs a very structured environment, so to make the transition from living on campus to living at home would be a big change for him.

Clinton was told about his transition in June. This was quite an undertaking because not only would he be adjusting to a new home, but in essence, a new home because Heartspring was all he knew.

The preparation for Clinton's transition from living at Heartspring to living at home with his mother began in early June. Clinton was given a social story - a series of events that are represented by pictures - so he would understand that he would be living at home and riding a bus to and from Heartspring. This was a new experience for him and it was important that he feel comfortable.

To acclimate Clinton to taking the bus, Verlene and Clinton's paraprofessionals would go to his home and get him ready for school. At first, he would ride to school with Verlene. Showing him his social story reinforced every step of this process, so he would know what to expect.

Next, Clinton began riding the bus to school with Josie, his paraprofessional. Verlene would follow behind the bus in her car, just in case Clinton had problems. Finally, Clinton was riding the bus to and from school by himself.

Today, Clinton is very routine oriented and is a hard worker. "He hates to miss work," explained Verlene. Clinton spends up to 17 hours per week working on vocational job tasks. The various tasks include both on campus Heartspring jobs such as picking up recycling and sorting silverware and community jobs.

"Clinton has become quite a young man," said Verlene. He can read and type very well, sign fluently and speak some words. With so many people selflessly devoting themselves to helping him succeed and with his own efforts, Clinton should go far in life.

Jefferson School  Jefferson, MD

Steven’s mom: I would like to express my sincere thanks to the Jefferson School staff for all of their kindness, thoughtfulness and support while my son, Steven, attended the Jefferson School. This program, in my opinion, is the best there is with helping the child and families cope, deal, and learn about their illness.

When Steven started at the Jefferson School, I felt a dark cloud over our family, now there’s sunshine. The staff provided us with education regarding Steven’s illness and much needed support in helping us deal with his many crises. The parent support group has been my "life line", for I’ve made friends.

I feel as parents we were able to help each other through some tough times and letting others know that they are not alone. Even a hug from another parent and an expression of, "I understand, How can I help?" This meant a lot to me. Ms. Simon and Mr. Dougherty offer so much support to our group, may God bless these two dedicated people.

The staff deserves much praise for their dedicated services to the students and families of the Jefferson School. I know that it’s not easy being cursed at, hit and/or threatened, but as a parent I’m thankful that they return day after day.

When Steven started at the Jefferson School I was about to give up, for I didn’t see any light at the end of the tunnel. Now Steven’s working a part-time job, planning to take his GED in June, and looking forward to working full-time in July. I thought at one time that this would never be possible. I now enjoy time with my son, without having to wonder what crisis is around the corner.

Mr. Pumphrey and the dedicated staff at the Jefferson School have saved my son’s life and have helped keep our family together. I really don’t know where we would be now. The Jefferson program is a much needed program, and I hope it continues to grow and to help many other families.

The Children’s Institute  Verona, NJ

Jamal’s mom: My child has been at The Children’s Institute since he was five years old. The progress he has made would not have been possible without the great staff here.

Mark’s mom: My son is in the most perfect place to meet his needs. The wonderful staff, the program, which is exceptional, and the genuine concern of all involved in the program is making my son’s life much more happy and productive. What more could I ask for?!

Hannah’s parents: Last year at The Children’s Institute, Hannah spontaneously gave her teacher, Lisa, and her mom, at home, a hug and said "I love you." I had waited eight years for that! In December, Hannah sang a song solo to a room full of students and parents. We were so proud of her!

Heather’s mom: The Children’s Institute is a life saver. Heather was having a rough time in regular school. They couldn’t understand her special needs or help her learn and deal with others. Keep up the great work.

Matt’s mom: We have noticed a great difference in Matt with his reading and his behavior problems. Both are getting better. I’ve also noticed a big difference in the way The Children’s Institute handles Matt and the other children. Public schools are incapable or unwilling to help/work with children with disabilities, especially behavioral ones.

Kaan’s mom: Night and day – 3 years with The Children’s Institute – all the difference that makes in my son’s life.

Your talented staff brought out things in our son that neither we, nor the staff at his previous school, were able to accomplish. The frustration turned into tears and the tears turned into many sleepless nights. We were literally out of options until the Child Study Team’s social worker researched your school for exceptional children. To be honest, initially we were hesitant, because this meant our son was taking a 30-45 minute bus rid to Lodi from Newark. With all of the horrific stories you hear in the news, we were mortified. Needless to say, by the grace of God, we have no regrets

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My son has better coordination, demonstrates self-control, he articulates himself better, and is more independent. Although he still has some trouble expressing himself, we can now get a clearer and better understanding of what he is projecting. We understand that these things sometime take time. However, since Kenneth has been attending your school, the invaluable time and effort put forth is time well spent.

Again, we thank you for all the loving and wonderful things you have done and the powerful impact you’ve had on our family.

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