MCC also offers a transitional teaching model whereby instruction is faded from a one-to-one supported teaching model, to a less restrictive two-to-one teaching model. We believe that this model is a key component to successfully transitioning our students into less restrictive classrooms. Similar to our one-to-one model, our teaching is rooted in the principles of applied behavior analysis and covers five instructional repertoires (academic, verbal behavior, social skills, community of reinforcement and self-management). Students in the Transitional Classroom receive 2-3 hours per day of individual one-to-one instruction that is tailored to each student’s unique learning needs, while being directly taught to learn when presented with academic instruction in a small group setting. This is achieved by systematically fading in demands while also increasing the group size. This classroom model of up to eight students is also supported by our related services offerings in speech and language therapy and occupational therapy.
MCC recognizes the challenges of raising a child with special needs and provides several services to assist parents in maximizing their child’s educational experience. MCC offers a behavioral parent education program in the use of effective and non-coercive parenting practices. This parenting program includes opportunities to schedule weekly classroom observations, an introductory workshop series in applied behavior analysis, monthly workshops on broad topics in ABA and special education, as well as individualized home-visits to work on specific measured goals. MCC also welcomes our students’ siblings, grandparents and extended family members to participate in special days throughout the year with activities that are designed to promote positive and successful interactions.
The Faculty at the Manhattan Childrens Center provides supervision for student teachers from the many area Universities including Columbia University, Hunter College, Queens College, Teachers College and New York University