Students are not yet able to interact in groups larger than two and may prefer to engage in activities by themselves. Students in AIMS classes have moderate-to-severe delays in academic skills and below average working memory, verbal and nonverbal reasoning abilities, speech and language, and attention. CognitionĪIMS is intended for students whose functional levels show developmental delays around communication, behavior, and social skills. Student ProfileĮligible for an educational disability classification of autism. VB uses the principles of ABA to teach communication and language. ABA uses a scientific approach to understand and improve behaviors and learning. Instruction is provided in both individual and small groups using Applied Behavior Analysis (ABA) and Verbal Behavior (VB) techniques. Each AIMS classroom has a special education teacher, a speech teacher, and a classroom paraprofessional. Here are the steps for determining if your child is eligible: Complete an Applicationįor children entering kindergarten in September, families or schools should email the AIMS Team as soon as possible.ĪIMS (Acquisition, Integrated Services, Meaningful Communication, and Social Skills) is a special education program in select District 75 schools that serves some students with a educational disability classification of autism. Principles of Universal Design for Learning (UDL) and essential skill building are a part of the program. Curriculum and InstructionĬlasses follow the New York State Learning Standards. Teachers and support staff are trained in specialized instructional strategies and assessments that support students in learning and applying work and independent living skills at home, in school, and in the community. The number of students in the class increase as students move from elementary and middle school to high school. Students attend a smaller class in a District 1-32. ACES programs use the school and local communities to support students in learning daily living skills such as building relationships with peers and adults, grocery shopping, learning how to use a bank, etc.Students with low adaptive behavior scores are often considered for the ACES program. To assess independence and daily living skills, the IEP team uses an adaptive behavior test.Students' ability to carry out functional life skills such as grooming, dressing, eating, keeping safe, and socializing (known as adaptive behaviors) are well below age expected levels. Behavior challenges may interfere with learning and social opportunities. Students may have mild to moderate behavior challenges, but no aggressive or self-injurious behaviors. Assistive technology devices may be used to support learning and interaction. Students may need additional support when working independently or in groups. AchievementĪcademic abilities and skills are significantly below grade level. Students present with mild to moderate intellectual disability. Students participate in alternate assessment, including New York State Alternate Assessment (NYSAA). Students are classified with Intellectual Disability (ID) or Multiple Disabilities (MD). Student ProfileĮligible students meet the following criteria: Classification The Academics, Career, and Essential Skills Program (ACES) program provides students with an opportunity to learn academic, work, and independent living skills in a District 1-32 school. Academics, Career, and Essential Skills Program
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |