Gersh Academy - High School Program - for Students with Neurobiological Disorders

Methodology | Program Features | Summer Programs

The Gersh Academy High School follows a neurobiological perspective

This perspective creates a symptom neutral environment for students with neurobiological disorders (obsessive compulsive disorders, attention deficit, hyperactivity disorder, aspergers syndrome, tourettes syndrome, and childhood onset bipolar disorders.)

The neurobiological perspective assumes that the student acts inappropriately because he/she has less control over how he/she thinks, feels or behaves.

At times, the student's behavior will be determined by his/her neurological condition and not the teacher or adult in charge.

The teacher or adult in charge will resist trying to control the student's behavior as a means for gaining control of the student's behavior.

The Gersh Academy High School provides NBD students with a full educational experience

Many NBD students lose access to a full educational experience due to:

Restrictive/inappropriate placements
(placement with lower functioning children)

Negative/abusive experiences
(punishment for symptoms student cannot control)

Failure to support/help NBD student and the NBD student's family
(flexibility within school and continuity between home and school)

High frequency of absences
(symptoms prevent student from going to school)

The Gersh Academy High School follows a team approach.

Gersh Academy is founded on the belief that a true team approach is key to the success of our students.

Each team is comprised of the parent(s) / guardian(s), the program director, a special education teacher, a school psychologist, an assistant teacher / 1:1 aide, a speech / language therapist, an occupational therapist, a physical therapist, a social worker, and a consulting psychiatrist when necessary.

Parents of children in the Gersh Academy must be accessible during the school day and be open to modifying the student's schedule when necessary.