What is I Am I Can?

The I Am I Can Program is a full day, 12 month special   education program designed for students with High Functioning Autism and related Neurobiological Disorders (NBD) which include, Attention Deficit Hyperactivity Disorder, Tourette's Syndrome, Asperger’s Syndrome, Childhood-Onset Bipolar Disorder, Obsessive-Compulsive Disorder, Anxiety Disorder and Depression.

The program uses a cognitive behavioral approach, allowing students to better understand their neurobiological limitations and how to self-manage and regulate their symptoms. The Elementary Program (3-5) is a 6:1:1 ratio and the Middle School (6-8) and High School Programs are an 8:1:1 ratio. The I Am I Can Program follows the New York State curriculum and standards.

What makes this program unique?

I Am I Can offers a delicate balance of rigorous academics with the highest level of therapeutic support.  Teachers work as part of an interdisciplinary team to address the needs of each student, both in and out of the classroom.  Our learning environment is comfortable, friendly, and conducive to individual growth. Students enjoy coming to school because it is a place where they can be accepted for who they are and develop a positive sense of accomplishment and self-worth. Working collaboratively with parents, we develop an individual life plan for each student, which identifies the social, emotional, academic, life skills and career development skills necessary for successful functioning at home, school, and in the community.

Students participate in State test requirements and upon graduation, receive a certified high school diploma.

The Collabrative Problem Solving Approach

The I Am I Can program utilizes the Collaborative Problem Solving (CPS) approach.

The CPS model has two primary tenets:

1.  Social, emotional and behavioral challenges are best understood as the byproduct of lagging cognitive skills rather than as attention seeking, manipulative or lack of motivation.

2.  Challenging behavior is best addressed by resolving the cause of the behavior collaboratively, rather than through reward and punishment programs. Staff focuses on assessing specific skills that the student is lagging and triggers (unsolved problems) that precipitate the challenging behavior.  Once these lagging skill and triggers are identified, a cognitive intervention plan is developed to increase compliance and reduce challenging behavior(s).

 

Other features include:

• On-site Related Services to foster skill acquisition in the areas of Speech/Language Therapy, Occupational Therapy, Counseling, Physical Therapy and Parent Training.

• All staff members receive intensive training on High Functioning Autism and related Neurobiological Disorders, Collaborative Problem Solving and Non-Violent Crisis Prevention and Intervention.

• Daily parental communication as well as on-site training increases success at home.

• We also are open to working with any outside professionals that have knowledge of the student.

• Career Development:  Self-interest inventory, vocational assessment, job training/coaching, and student internships

• Life Skills Preparation:  Leisure skills development and practical life skills lessons such as money management, meal preparation, personal hygiene, and community access training, etc.

• Social skills curriculum that includes social stories, role playing, social scripting and effective communication.

• Tests, quizzes, portfolios and curriculum based tools are used to evaluate academic performance.

• Students receive instruction in drama, art, physical education and foreign language.

• Gersh Academy offers students in grades 7 - 12 the opportunity to participate in a transition / vocational planning program.