High Road School of Southern York is proud to serve students living with Autism and Intellectual Disabilities. We provide programming for students in Kindergarten – Age 21.
Our multi-disciplinary team includes certified Special Education Teachers, a Board Certified Behavior Analyst (BCBA), a Speech and Language Pathologist (SLP), a Transition/Support Services Coordinator, Behavioral Intervention Specialists, and additional support staff.
By focusing on key areas — academics, behavior modifications, support services, and transition / life planning services — we are able to meet the individual needs of all students through these varied approaches to instruction. Through collaboration with a student’s IEP team, we are able to choose the most appropriate learning model based on a given student’s present levels of performance, social capabilities, motor coordination, and ability to learn in a group setting.
Utilizing four specific instructional rotations, students are assessed academically, gain self-regulation skills, learn with district-aligned academic curriculums, and utilize integrated technology.
Serving students with significant autism and developmental disabilities, our model takes learned skills and practically applies them to the multiple environments in which a student would use those skills. Students spends portions of their day rotating through different modalities of instruction, the length and the frequency of each rotation is individuality designed for each learner and based on their current skills and future goals.
Each student enrolled in the model has individualized behavior programming which is driven by Functional Behavioral Assessments (FBA). We aim to identify the behaviors that continue to disrupt our student’s ability to access their environment and learning. We then use the data collected from the FBA and classroom data to device strategies that get to the root function of the students disrupted behaviors.
The High Road School of Southern York has a comprehensive Transition Program in place for all high school students. The transitional coordinators on staff address the transition goals listed in each student’s individualized educational plan, as well as coordinate vocational interest inventories, community out-placements, and on-site school jobs.