| Just over
2 years ago, 10-year-old
Terence, who was diagnosed
with autism as a toddler,
entered NECC’s Residential
School. At the time, he
had been living with his
family in Rhode Island and
his parents were searching
for the right setting where
he could develop to his
full potential. Having been
in and out of classrooms
in his local school system
with limited success, his
parents knew it was time
to make a change.
With a referral from
their local school system,
the family made the tough
decision to enroll Terence
in a residential program;
thinking that he would
benefit from the consistency
of teachers and the focus
of a 24-hour educational
environment.
Terence adapted well
to his new school and
residence. His teachers
loved his inquisitiveness,
and Terence loved the
swings in the back yard.
While he receives instruction
from all teachers on the
team, one teacher, Anna,
serves as his case manager.
Anna monitors Terence's
progress closely, and
in the weekly phone conversations
with Terence's parents
she tells them about the
progress in his IEP objectives
and any other activities
he has participated in
during the previous week.
While at his new home,
Terence and his teachers
work on activities to
increase his independence
such as making his bed,
cooking meals and mastering
the right way to ride
in a car. He is a stickler
for his daily routines
and thrives on the consistency
of the instruction he
receives from his teachers.
Twice a month Terence
spends the weekend at
home with his family.
He is very proud of all
that he has learned and
loves to “show off”
his new talents to his
family and friends at
home. Terence’s
dad knew it would be difficult
to have Terence in a residential
program: “but we
had to make a decision
that was best for Terence,
not for us. Seeing the
things he has learned
our friends say –
is this the same child?”
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