As children with ‘Aspergers Syndrome’ (a previously used diagnosis, which is now reclassified as part of the autism spectrum) all have different needs and skills, an ‘Aspergers School’ should be equipped to provide individualized programmes. The Star Academy (with branches in Johannesburg and Pretoria) not only specializes in implementing individualized programmes, but the child’s progress is continuously monitored. In this way, the programme can be adapted as soon as progress is being made. Consequently, new skills can be focused on and acquired.
The Star Academy mainly focuses on the development of programmes based on Applied Behavioural Analysis theory and principles, with the goal being to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning. As ‘Aspergers Syndrome’ is most effectively treated when a collaborative team approach are followed, The Star Academy works closely with parents and relevant stakeholders such as teachers and caregivers. A child with ‘Asperger Syndrome’ might also see several professionals. Consequently, The Star Academy collaborates with other professionals as a multidisciplinary approach contributes even more to a child with ‘Aspergers Syndrome’ accelerating in the development of skills and lessening undesirable behaviour. The Star Academy as school for children with ‘Aspergers Syndrome’ (amongst being a school for any child on the Autism Spectrum) therefore contributes to skill development and extinction of undesirable behaviour across a variety of settings and people.
As the main goal of an ‘Aspergers School’ should be to enable the child to fully be a part of the mainstream school environment (as the child often has the prerequisite skills for the mainstream school environment), school facilitation is often regarded as a ‘bridging’ intervention from the ‘Aspergers School’ to the mainstream school. When a parent contacts The Star Academy, the child is initially observed in his or her classroom environment if he or she is enrolled in school. This is done by the supervisor assigned to the child. During this initial phase, the supervisor speaks to all relevant stakeholders. Consequently a holistic perspective can be developed on how the child can be supported to develop to the best of his or her abilities. Hereafter a workshop is held, which is led by the supervisor. The child, the child’s parent(s) and the identified members on the child’s team (including an assigned team lead), all attend the workshop. During the workshop, the child’s current level of functioning, demonstration of skills and possible challenges, are further explored. After the workshop, the supervisor writes an intervention plan based on all the relevant data that could be gathered to enable the child to develop to his or her full potential. The team members make sure that the intervention plan gets implemented. According to the need of the child, he or she might first only have sessions at The Star Academy’s centres. However, with children with ‘Asperger Syndrome’ it is often the case that school facilitation starts very shortly after the initial workshop. During school facilitation, a school facilitator (someone on the child’s team), accompanies the child to school, and facilitate learning with the school, in the least invasive manner.
With the right support provided by an ‘Aspergers School’, a child with ‘Asperger Syndrome’ can learn to overcome the social and communication challenges that he or she might be experiencing. Consequently they will be supported and enabled to do well in school and go on to succeed in life.