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“Infinite Solution Finders:” AHRC New York City’s Educational Advocacy Guides Parents of Students with Disabilities
Rosemeri Linares embraced the challenges and the need for knowledge when she found out her son Adrian was on the spectrum. “Adrian was diagnosed with autism a little before he turned two. I had to quickly learn all the things that come with having a child with a disability,” she recalled. “I...
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Uniquely Human Podcast #9 – Honoring the Culture of Autism with Michael John Carley
Episode 9 - Honoring the Culture of Autism with Michael John Carley [su_button url="https://uniquelyhuman.com/2021/01/22/michael-john-carley/" style="flat" background="#1f2656" color="#ffffff" size="4" radius="0" icon="icon: music"]Listen to the Podcast![/su_button] [su_spacer...
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AHRC NYC-Pace University Partnership Boosts Middle High School Students’ Confidence, While Parents See a Future
As the pandemic continues to wreak havoc with everyday life, it has provided an opportunity for parents of students with autism to get a glimpse of their children’s future. Twenty-one AHRC New York City Middle/High School (MHS) students are working virtually with undergraduate students from Pace...
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Organizing Virtual Learning Materials for Students with Autism
Due to COVID-19 pandemic, many K-12 schools have implemented virtual instruction and/or hybrid instruction for all students including students with disabilities. For students with autism spectrum disorder (ASD), lack of organization and inability to stay focused may impact their success in...
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Achieving Meaningful Behavioral Outcomes in the School Setting
SEARCH Day Program is a private, non-profit school in Ocean Township, New Jersey. Approximately 80 students, ages 3-21, are currently enrolled in the program. The school embraces research-based teaching strategies that are derived from applied behavior analysis while taking a multi-discipline...
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Compensatory Services in the Age of COVID
Due to the COVID-19 outbreak, school districts across the country have struggled to meet their legal obligations as set forth in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA) for students...
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The World is Our Classroom: Using Community-Based Instruction to Advance Socially Significant Behavior in Students with Disabilities
Community-based instruction is sustained and repeated instruction that takes place in the community rather than in the school building (Baker & Freeman, 2014). It is a research-based practice that provides “real-life” opportunities to teach functional life skills as well as aspects of the...
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Reverse Inclusion and the Use of Peer Buddies to Teach Social Skills in a Public School Setting
It can be challenging to meet the needs of every student within the public school setting. For many students with autism, their academic needs are best met in a self-contained, special education classroom that utilizes the principles of applied behavior analysis. However, this can be limiting in...
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“How Was I Supposed to Know?” Navigating the Unwritten Curriculum Through Executive Functioning Supports
We are constantly navigating contexts that we may not have been explicitly guided through. Along the way, there was some experience of making sense of these unexplained rules. Even though no one specifically addressed them, you knew where the line was. This doesn’t always ring true to many...
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Transitioning Back to School During COVID: Using Visuals and Other Evidence-based Strategies for Children with Autism
To say that schools have changed a lot in the past few months is an understatement. And, as a result, our students need to learn new rules and routines before they can start learning about academics. At the beginning of each school year, you typically teach this information. This year, it is much...
