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.
In order to provide opportunities for our students to progress academically, socially, and in their communication skills, MCC offers occasions for students to interact with non-disabled peers through our Peer Buddy and Lunch Bunch programs, as well as a reverse inclusion program and a full-inclusion program with partnering private schools. A criterion-based inventory of skills required for inclusive opportunities provides both goals for teaching and criteria for participation.
MCC strives to provide a continuum of social opportunities for all students attending the school. For students who have not yet met criterion to participate in our reverse inclusion and inclusion programs, MCC provides structured teaching opportunities so that these students can acquire the prerequisite skills needed to advance into additional opportunities. Students participate in weekly social skills groups whose objectives include goals such as: parallel play, attending, joint attention, functional play with toys, collaborative play, and the rules of social interaction.
Thomas Gelb, JD
Perrie Gelb, MS, SLP/CCC, TSHH
Abigail Szoszun-Weiss, LMSW
