Methodology | Program Features | Summer Programs
The I Am I Can program follows a neurobiological perspective
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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.)
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The neurobiological perspective assumes that the student acts inappropriately because he/she has less control over how he/she thinks, feels or behaves.
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At times, the student's behavior will be determined by his/her neurological condition and not the teacher or adult in charge.
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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 I Am I Can program provides NBD students with a full educational experience
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Many NBD students lose access to a full educational experience due to:
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Restrictive/inappropriate placements
(placement with lower functioning children)
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Negative/abusive experiences
(punishment for symptoms student cannot control)
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Failure to support/help NBD student and the NBD student's family
(flexibility within school and continuity between home and school)
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High frequency of absences
(symptoms prevent student from going to school)
The I Am I Can program follows a team approach, including a special education teacher, a school psychologist, a social worker, a teacher assistant or 1:1 aide, a speech and language pathologist and an occupational therapist.
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The primary objective of the program is to enable the student to be emotionally available to learn.
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This is done through cognitive-behavioral training, helping the student become aware of their symptoms and how to self-manage and regulate their symptoms.
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Parents of children in the I Am I Can Program must be accessible to the school during the day.
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