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HELP and VEST Programs at Lexington

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My child is in their senior year of high school and the district wants them to graduate, but they are not ready and require additional learning programs. 

As a parent, finding the right resources for your child can be difficult. If your child is clearly not ready to graduate, there are other options for them to achieve their goals and success. The main option Lexington can provide for you is to enroll your child at a Lexington campus that provides the HELP and VEST programs, such as the Lexington South Mountain and Maryvale campuses.

What are the HELP and VEST programs and how can I get my student into them?

HELP (Home Enrichment Life Program)

Students in the HELP Program are instructed in practical and functional living skills to prepare them to function appropriately in the community, workplace, and home. 

This program includes a multitude of areas such as:

  • Self-care
    • Our schools encourage each student to be as independent as possible, beginning with students caring for their personal needs. Depending on students’ ability and age levels, they can practice self-care skills such as brushing their teeth, grooming, and basic hygiene practices.
  • Pre-vocational skills
    • Pre-vocational skills are a large part of the occupational therapy-related services curriculum. Students experience a wide range of pre-vocational tasks encompassing beginner, intermediate, and advanced level tasks. As students advance in the program, they learn about various occupations and necessary job skills.
  • Daily living skills
    • Students are encouraged to learn various activities that they will encounter in their everyday lives. This alternative classroom offers students the opportunity to make a bed, vacuum, set the table, and other skills needed to live in a home or apartment environment. Students get to practice these skills in Lexington’s ADL room. The goal is to help foster a greater level of independence in the home and the community.
  • Community-based instruction
    • Lexington brings the community into the classroom and the classroom into the community. Students participate in various activities within the community to help promote community awareness and independence. Lexington teachers also plan visits to local businesses to learn onsite what has been discussed in the classroom. 
  • Cooking skills
    • Each classroom provides an opportunity for students to practice their cooking skills. Through a collaborative approach with the classroom and therapy staff, students are instructed on various cooking skills that they will need to be successful in their independent lives. Students learn how to make simple recipes with a few ingredients to full-fledged meals as they progress through their day. 
  • Functional reading skills
    • Leisure skills are an integral part of Lexington’s curriculum. Students can discover things they enjoy during their free time. As a part of their everyday lives, students can socialize with friends, play games, surf the web (on safe and appropriate sites) and play video games with one another. 
  • Functional math skills
    • Lexington students learn functional math skills throughout the school day and through Lexington’s many different classroom businesses. Students practice working with money using real-life experiences within the school building (i.e., school store) and apply those skills when students go to locations on class trips. Students visit local stores and restaurants to make selections, calculate the cost, exchange money for goods and collect change.

Other HELP Program areas of learning include:

  • Service Learning
  • Community Participation
  • Shopping Skills
  • Laundry Skills
  • Leisure and Recreational Skills

Students who would like more of an employment-based approach after high school would enter the VEST program.

VEST (Vocational Education and Supported Training)

The VEST Program offers students who have completed traditional high school courses but require further instruction invocation and supported training. This program solely focuses on your young adult’s vocational education. 

Traditional academic courses should have already been explored/completed before entering this program. A young adult can be in this program until 22, exiting when the team determines that exit criteria have been met. During this program, students will explore:

  • Career Exploration
    • Our students are encouraged to explore a wide variety of careers. Instruction and experiences designed to make students aware of the broad range of available employment, teach them general job preparatory skills, and offer them courses of study that allow them to develop skills needed for specific careers: retail, clerical, food service, etc.
  • Supported Employment
    • Lexington offers a unique way for employers and their students to come together in an employment setting. We pre-screen potential candidates for employment and match the needs of an employer in the community. Once the match is made and a person is hired, a job coach will train and assist both the person hired and the new employer.
  • Work-Related Behaviors
    • As students transition into adulthood, they encounter various job scenarios and work experiences. We expect students to uphold Lexington’s expectations for behavior and its work expectations while attending job sites and work sites. Classroom assistants and a job coach guided by the transition coordinator direct students while they work alongside them.

Students will also learn:

  • Job Readiness
  • Community-Based Instruction
  • Job Seeking
  • Job Shadowing
  • Real World Numeracy
  • Real-World Literacy

Lexington can never guarantee employment to graduates of our program. However, Lexington makes every effort to select training partners that offer results-oriented job readiness services. Lexington will help graduates prepare for interviews and connect with potential employers in their areas of interest. 

Traditional High School Programming

Lexington also offers high school students a traditional academic and transitional focus program that is highly individualized and tailored to their child’s specific needs. We provide curriculum modifications to help your child access the curriculum and create, develop and implement transition plans and graduation requirements. This program explores some of the realms of HELP and VEST but offers a more traditional approach to learning standard-based academic programming that our parents have come to know and love. Students enrolled in this program typically seek college or trade school admittance. 

I am Interested, How can I enroll my Student?

As the parent, you can choose to dis-enroll your child from the public school and enroll your child into Lexington’s autism high school program, VEST program, or HELP program, depending on their educational track. You will have to meet with our tuition specialist to ensure your child meets the Empowerment Scholarship Program‘s qualifications (ESA) before acceptance into the program

Empowerment Scholarship Program Funding

Students who participate in these programs can receive funding through the Empowerment Scholarship Program if they have not graduated from an Arizona public or Charter school. 

For more information regarding the HELP and VEST programs, please visit our FAQ Page or contact Principal Hermosillo at daniel@lexingtonlifeacademy.com.

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What is Autism Awareness Day?

The 14th annual World Autism Awareness Day is here! All over the world, people are showing love and support towards those with autism. The theme this year is Inclusion in the Workplace: Challenges & Opportunities in a Post-Pandemic World

New normals are coming into place with the world entering a post-pandemic state, and many things have been highlighted. The most prominent challenge people have noticed is inequality, especially in

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the workplace concerning wealth and health distribution. Those with autism especially experience these levels of inequality. 

For this year’s virtual event, participants can hear two different panels about this topic from individuals with autism who have experienced these challenges and have found opportunities in employment.

History Behind World Autism Day

World Autism Awareness Day began when the United Nations General Assembly unanimously declared April 2nd as World Autism Day (A/RES/62/139). This day was proclaimed in hopes of “highlighting the need to help improve the quality of life of those with autism so they can lead full and meaningful lives as an integral part of society.”

The United Nations has always celebrated diversity and promoted the rights of persons with disabilities.” In 2008, the Convention on the Rights of Persons with Disabilities entered into force, reaffirming the fundamental principle of universal human rights for all. Its purpose is to promote, protect, and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities and promote respect for their inherent dignity. It is a vital tool to foster an inclusive and caring society for all and to ensure that all children and adults with autism can lead full and meaningful lives.”

Themes in Past Years

Each year the UN gives a theme for World Autism Awareness Day to educate and reflect on how everyone can love and support the members of the autism community. The theme is typically centered around recently highlighted issues people with autism are facing. Autism-friendly events and seminars also become available for those who wish to attend. Last year, the theme was “the Transition to Adulthood.”

World Autism Awareness Day themes began in 2012 with the “Launch of Official UN Awareness of Rising Stamp” and have covered subjects such as education, employment, inclusion, and girls with autism.

How Lexington Incorporates Workplace Opportunities

Growing up with a sister who has severe autism and who struggled in formal education herself, Harrison Rogers, Lexington Services Founder, and CEO, always wanted to find a solution for what he believed was broken informal education, thus founding and building what Lexington is today.

Today, Lexington is proud to offer Transition to Employment and new programs, Vocational Education and Supported Training (VEST), and Home Enrichment Life Program (HELP) programs to help members with autism become independent. These programs each provide members with a practical set of skills to live a full, meaningful life.

Transition to Employment

Transition to Employment or TTE is a service that teaches individuals with disabilities that qualify for employment the “meaning, value and demands of work and in the development of positive attitudes toward work.” This program is related to several employment initiatives designed to provide training and support to promote integrated and competitive employment skills.

The overall goal of the program is to help members transition to a more independent employment setting. This program can also guide individuals through unpaid shadowing experiences to engage with their interests and current skill set. 

This summer, the Transition to Employment program is offering a summer program! Participants will spend 11 weeks developing the skills necessary for integrated and competitive employment. They will be guided through unpaid shadowing experiences to engage with their interest and current talent set to work toward a career. 

For more information or to register, contact tte@lexingtonservices.com.

Lexington also provides programs within the schools to help develop skills. VEST and HELP are perfect examples of in-school programs, each with a specific focus for the future. For more information on the following programs, please contact the specific school as these programs may live under different names.

VEST (Vocational Education and Supported Training)

Lexington Life Academy’s VEST Program, a new program being offered this fall, offers students who have completed traditional high school courses but require further instruction invocation and supported training. This program solely focuses on a young adult’s vocational education and leads to competitive employment and or work experience. 

HELP (Home Enrichment Life Program)

In addition to the academic programs at Lexington Life Academy, students can enter into the HELP Program, a new program launching this fall. In the HELP Program, students learn practical and functional living skills to prepare them to function appropriately in the community, workplace, and at home. These programs include a multitude of areas such as:

  • Self-care
  • Pre-vocational skills
  • Daily living skills
  • Community-based instruction
  • Cooking skills
  • Functional reading and math skills

While World Autism Awareness Day is April 2nd, the month of April is National Autism Awareness Month. Take the time to learn about Autism Spectrum Disorder (ASD) and how to support loved ones who have autism. Lexington blogs are a great place to start!

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Transition to Employment Programs at Lexington

Lexington Services is proud to announce that our Transition to Employment program is accepting members! 

What is Transition to Employment?

Transition to Employment or TTE is a service that teaches individuals with disabilities that qualify for employment the “meaning, value and demands of work and in the development of positive attitudes toward work.” This program is related to several employment initiatives designed to provide training and support to promote integrated and competitive employment skills.

This TTE is integrated directly into a Person-Centered Service Plan with the planning team, similar to the IEP plan that many individuals use while in school. This service is designed to help individuals realize their employment and vocational goals while supporting their skill development and pursuing their passions. 

The overall goal of the program is to help members transition to a more independent employme

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nt setting. This program can also guide individuals through unpaid shadowing experiences to engage with their interests and current skill set. 

TTE services ensure that individuals have mentor guidance and supervision from Lexington experts to have the most favorable employment experience possible. Through a Transition to Employment program, an individual with autism can expand their employment horizons and work toward a career that incorporates their interests and unique skill sets.

Why Are Programs Like TTE important?

With an alarming number of adults with autism living unemployed, some studies suggest at least 27%, the need for services that help people with ASD find meaningful employment is striking. 

There are several things that parents and guardians can do to help their loved ones prepare to join the workforce. Even with a perfect interview and a qualified skill set, some employment venues aren’t fit to deal with the unique needs of individuals with autism and other disabilities. This is where programs like Transition to Employment can significantly improve the outcomes for these individuals. 

TTE provides a route for individuals to find honest work for actual pay, rather than sheltered workshops, which significantly bolsters an individual’s perception of themselves and their independence. 

With some reports indicating that only 26% of youth with disabilities are employed, it’s essential to support our youth through these programs “So They Can” thrive as they transition to adulthood. With proper guidance, there are many employment paths that young people can excel at, and programs like Transition to Employment at Lexington will help them on that path to success

TTE at Lexington

“We primarily prepare our members to join the workforce,” explained Frances Oder, the TTE Director at Lexington. “We start by finding out their learning styles, likes, dislikes, and interests and build on what each individual needs to acquire their first job and enjoy it.”

TTE also teaches the basics that every employer wants their employees to know, such as soft skills, following the rules, dressing for success, and getting along with supervisors and peers. Members are taught essential independent skills such as knowing how to read a pay stub, how to get to work, and budgeting, among other things. 

Our members all have individual skills they need to build on, and right now, our focus is on learning the value of money. We have some members that know of it but don’t understand the worth of a dollar or understand change (coins). Other members do, and they are encouraged to help with teaching those who don’t, so in essence, just about everyone here has the opportunity to teach one another. 

“It is a program and job that I love,” said Oder. “Every member brings a unique talent to our team. We all learn and grow together as we prepare our unique individuals to enter the workforce and share their talents with the world.” 

The TTE program at Lexington is aimed at young adults who are preparing for employment and are exploring their career paths. Members practice interviewing, learn how to find and apply for jobs and sometimes get the opportunity to practice the jobs they want in a Lexington environment. 

For those seeking to join the Transition to Employment program at Lexington, or if you would like more information, contact us at TTE@lexingtonservices.com.

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5 Tips to Navigate IEP Meetings during COVID-19

What is an IEP?

IEP stands for Individualized Education Program. It is an evaluation, written document, and ongoing process for children with disabilities to ensure they are getting the support they need every school year.

IEPs are developed by a group of professionals at the school. This group becomes the team that works with the parents and the child. The meeting would involve

  • Looking at how much progress the child has made over the past year
  • How the goals, services, and support should be adjusted for the next year
  • Make sure the IEP provides the right help to meet the child’s present needs

Although they do take quite a bit of work, attending meetings can help shap

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e the plan and monitor your child’s process.

Here are a few assessment questions that could help parents navigate the IEP process:

  1. Do I have an understanding of what my child is doing throughout his or her school day?
  2. Am I confident that the best techniques are being applied so my child is learning at school every day?
  3. Do I have open and accessible communication with my child’s teacher and or the school?

If “yes” is not the answer to any of these questions, it may be time to look over your child’s IEP or speak with the school.

Problems with IEPs

An IEP is a legal document, and navigating this document can be cumbersome. Parents are in a unique situation with IEPs because they know their child best but must rely on a team of professionals to help create a plan for their child. Together, they must discuss the child’s best options, but sometimes not everyone sees eye to eye.

Sometimes parents might bring in legal action if things have not been going well. Other times, there is a mix-up in paperwork, and parents experience the pressure of deadlines to get things in order.

Overall the process can be overwhelming for parents. They are given unfamiliar terms and are asked to sit with a team of professionals and teachers to discuss their child and their academics while still processing their child’s diagnosis.

With COVID-19, things seem to become more complicated when ensuring children with autism and other disabilities get the support they need.

Navigating IEPs

The good news is navigating IEPs during COVID-19 does not have to be complicated. With these five simple steps, parents can feel more at ease during these times of uncertainty.

Be Prepared

Being prepared to enter an IEP meeting, whether in person or online, can make all the difference. You will find better results being prepared. To prepare for a meeting:

  • Review your child’s IEP and take notes
  • Write down what you would like to say in the meeting
  • Make sure to write down questions
  • Speak with other members of the IEP team before the meeting

If IEPs are still confusing, look for other resources to help. Podcasts, online resources, and books are all great when understanding IEPs.

Focus on Collaboration

While in the meeting, keep your focus on collaboration. If things arise that you disagree with, talk it out and collaborate with the IEP team members. As the parent, you clearly understand your child’s needs as you spend the most time with them. IEP members may only spend small amounts of time with your child, so collaborate on solutions when problems arise.

Ask for Ways to Support

Support is one of the main goals the IEP was created for your child. They will require that support every step of the way from everyone involved in their lives. From their home to the classroom, children with autism a vanity cryptocurrency address and other disabilities need support. This can be from the community, family members, friends and the school. When navigating an IEP, the team should be like a support system for the child and the parent.

Follow Up with Questions After Meetings

After a meeting, it is best to give yourself time to take in all the information and review any notes you took during the session. If things seem unclear or you are just not sure about a line item that came up, follow up with questions.

Getting clarification can help neutralize any conflict or communication issues that may arise. Asking questions will also ensure your child is getting the proper support in the classroom.

Keep Communication Open Always

Communication is critical when it comes to the progress of your child. If something is not understood or something is not working the way it should, that needs to be communicated. Open and free communication with the teachers and school will allow for quick, efficient change.

IEP meetings may have its challenges, especially during these times, but with preparation, collaboration and continuous communication it can be done efficiently and effectively. It is important to keep the end goal in mind as it will help to navigate the best option available for your child.

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What is LEF?

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Did you know that Lexington Services has a nonprofit organization that helps students?

Lexington Education Foundation or LEF is a certified School Tuition Organization (STO). It is a non-profit 501(c)(3) that helps students in Arizona attend schools regardless of their financial situation. LEF supports students who have disabilities attend private schools, specifically, private schools with facilities and staff who provide for their needs to help them reach their academic goals.

LEF began in 2016 to help kids with disabilities who did not qualify for Empowerment Scholarship Account (ESA) funding get the education and services they needed for success in schools, especially in the Phoenix area. The founder of LEF, Harrison Rogers, wanted to provide an opportunity to others to help serve kids in need and who would otherwise go without the specialized education they need

While the mission of LEF is to support all students and their families with their educational dreams, LEF primarily focuses on supporting students who have disabilities or special needs through donations and scholarships.

Lexington Education Foundation was created to fill this gap and is dedicated to enriching children’s experiences and empowering families with the freedom to guide their children’s educational future. LEF is committed to providing financial support to families and access to the educational tools and community resources needed to ensure each student’s unique success.

Impact of LEF In the Community

LEF packages donations made by generous individuals into special needs scholarships and awards them to kids across the state who may not otherwise attend the school of their choice.

Parents who have children with disabilities are slowly beginning to leave public schools and homeschooling to pursue private institutions. Unfortunately, private schools can cost quite a bit for tuition and services. STOs like LEF make it possible for children to attend the school of their choice and get the services they deserve to succeed in school and life.

LEF has proven to make a significant impact in the lives of children with disabilities and their families. From 2019 to 2020, LEF received $28,958.00 from 36 individual donors. As a result:

  • 13 students apply for scholarships
  • 4 were granted scholarships
  • $31,587.30 in scholarships were awarded
  • The scholarships were awarded to 3 schools

From 2020 to 2021, LEF had 15 individual donors and one corporate donor, equaling $32,127.00 in donations. As a result:

  • 10+ students applied
  • 4 were granted scholarships
  • $10,000+ in scholarships were awarded
  • The scholarships were awarded to 2 school

LEF has more than $15,000 to continue to award for this year to more students.

LEF also participates in community events such as Giving Tuesday. Giving Tuesday is the world’s largest giving movement. It was created in 2012 with the simple idea of dedicating a day, typically the Tuesday after the U.S Thanksgiving holiday, to encourage people to do good. Over the past years, Giving Tuesday has become a global movement that inspires people to celebrate generosity by donating to charitable causes and nonprofit organizations.

LEF set four objectives for the Lexington Life Academy schools to achieve for the 2020 Giving Tuesday event, which was

  • Raise a minimum of $10,000 in total; schools keep the money they raise.
  • Have 100 Lexington employees raise at least $100 each.
  • Lexington’s donations will be matched up to $5,000
  • Money can be used for new supplies, equipment, and computers for Lexington.

In turn, Giving Tuesday received 59 donors, which equaled $5,514.00. While we did not reach our intended goal, we were still able to bring our community together.

How You Can Get Involved

While we all love helping our communities, the state of Arizona also recognizes the sacrifices made by individuals and businesses. That’s why your donation earns you a tax credit, which could significantly reduce your tax burden or even wipe it out completely buy tiktok followers. For those that receive a tax refund, this could mean more money back in your wallet, and you get to help people with special needs in your community.

Many people contribute to these special needs scholarships by donating their tax liability to the state of Arizona. Everyone has a tax liability to the state, which you must pay the state in tax from your paychecks over the year. When you donate your tax liability to LEF, you get to decide where your tax liability goes. You can help create special needs scholarships just by rerouting the money you already had to pay for the year–all at no cost to you!

LEF also has other ways to donate! Lexington Education Foundation can be found on Amazon through Amazon Smile’s or the Community Fry’s Reward. More ways to donate will be coming soon.

For any questions about Lexington Education Foundation or if you are interested in donating, please contact:

Ashley MacPherson

Email: lef@LexingtonEducationFoundation.com

Phone: (623)-349-4322

Website: https://lexingtonscholarships.com/

Disclaimer: This email provides information on just one of several ways to utilize tax credits in Arizona. Our post is by no means intended to prompt you to handle your taxes in any specific way. We strongly recommend you speak with your tax professional before making any tax decisions.

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What is Color Therapy?

Everyone has a favorite color or a set of colors they like. That color may bring them joy or peace or remind them of a particular memory or activity. We fill our home with colors we like or colors that bring certain moods to specific rooms. We decorate, we paint, and we coordinate, but what effect does color have? 

In honor of National Color Therapy month, let’s look at what color therapy is, how color affects children with autism and how we can use color therapy in our everyday lives.

Color Therapy, or chromotherapy, is based on the idea that color and colored lights can help treat physical or mental health. According to this idea, they cause subtle changes in our moods and biology.”

For example, being in a dark room with a fluorescent light may cause anxiety, while being in a warm-colored room with plants would bring a sense of peace.

Children with autism are no different when it comes to colors. They may even be more susceptible to specific colors because their senses react differently than children without autism. This is because chil

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dren with Autism Spectrum Disorder (ASD) have abnormalities in their eye structure. “Due to some chemical imbalances and neural deficits, the rod cells and cone cells present in their eyes experience different changes. Many studies have revealed that 85% of children with autism perceive colors more intensely than other children.”

A child with autism will experience louder sounds and brighter lights than most children, making bright primary colors difficult for them to process. Some colors, like red, can even give a sense of pain or anguish. 

Parents will find that their child may respond better to dull and pale colors, like blue or pink. Others will discover purple or orange to be calming for their child. The difference can depend on how hyperactive the child can be in an environment. A calm, introverted child will find some primary colors to be soothing. Therefore, those colors can be used in their everyday environment. Hyperactive children might get triggered by bright colors and may need dull and pale colors in their daily environment to focus. As a therapist I am hearing nothing good of Ambien, not only is it addictive, but 3 of my past or present clients have reported not reporting what they have done https://mountainviewmedicalclinic.com/ambien/

Colors and How Children with Autism Perceive Them

Decorating an autistic child’s room or classroom is more than just coordinating colors or decorating for a season. It is pairing the right soothing colors to promote focus and learning. These colors may vary from child to child, but some colors have a universal perception. 

So how will most children with Autism Spectrum Disorder perceive these primary colors?

Blue

Seen as calming and even saddening in some cases, blue can provide stress relief for children. “Chroma therapy uses light blue tones for treating pain, depression, and sadness while the darker shades of blue are used for sedative purposes for treating insomnia.” Blue represents many different feelings like spirit or freedom. For others, it may mean a sense of wellness.

Orange

Orange is considered to be a happy color that draws attention to itself. “Color therapy states that orange can be used to stimulate appetite, mental activity, and cheerful emotions. Hence orange can be a comfort color to those who have food sensitivities.” 

Green

The color green is considered a cool-toned color. “Green helps to relax the nervous system and lessens feelings of stress. It seems to help with communication and developing speech skills. Cool colors may be a good choice for individuals where reducing stimulation is a high priority, such as those with ADHD or the hypersensitive variation of autism.”

Pink

Pink is seen as a favorite among children with autism, especially pale pink. It produces a mild response and may even help with concentration in some children.

Red

Red is a color to use carefully around hyperactive children with autism. It may bring out aggression, tension, or higher energy levels. Some children may even feel pain when interacting with the color red.

Colors are found everywhere and can be the reason children with autism are drawn to particular objects. Have you played a specific cartoon on repeat lately? Repetition may be the answer, but the color palette the designers used for the characters could be the main draw. 

The same could be said of video games. Video games use vibrant colors and high-definition graphics that bring those colors to life. However, older video games will have a colorful design with basic shapes and moves that will draw the attention of a child with autism. 

Lexington is happy to provide students and members opportunities to experiment with colors and shapes in art classes and after-school clubs

Color Therapy can also be done at home. From the colors in a child’s room to the toys they play with, most things a child interacts with can be used as a form of color therapy. At home, try painting the walls or an accent wall your child’s favorite calming color. Toys can be primary colors but keep other objects pale or dull colors to promote a calm environment. 

Colors are a significant part of life. Let’s celebrate National Color Therapy month by taking advantage of the great moods colors bring to us and use them to improve our everyday lives.

Check out this video of our Lexington members using colors for sensory therapy. And don’t forget to follow us!

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5 Additional Books for Children with Special Needs

Books are a fantastic tool to transport the reader into a new worl

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d, show a unique perspective, or even teach someone a little more about themselves. When a character is relatable, we become more drawn to their adventure and find pieces of ourselves in them. 

Children with autism may find this connection while reading specific stories. Characters who face the same challenges they do and resolve them can act as a learning tool for them to face their own daily challenges. Common challenges such as emotions, social interactions, or just learning what autism is can be narrated in a book for children with autism, their siblings, friends, or parents. 

In the past, Lexington has offered some great book choices for children of all ages who have autism. Here are five more books to add to the growing collection

Hello Roar, Little Dinosaur by Hazel Reeves

Meet Roar, a cute little dinosaur who does things a bit differently from the rest of her friends and family. But she is brave and strong and knows it is okay to do something a bit different. This book is excellent for ages 3-8 and was written to help children with high-functioning autism. It is the perfect book for everyone to celebrate the strength of children with autism. 

Andy and His Yellow Frisbee by Mary Thompson

Andy is a boy with autism and is fascinated by things in motion, like his yellow frisbee. A classmate notices Andy and his frisbee and becomes curious and his behavior. Meanwhile, his protective older sister sees the classmate’s curiosity. She does her best to explain Andy, his autism, and her perspective as his sibling. This book is suitable for children ages 5-8.

Autism is…? by Ymkje Wideman-van der Laan

Explaining the term autism to a young child can prove difficult, but this illustrated book can make the task easier. The book is about an autistic child named Logan who overhears his grandma speaking to a friend about him and mentions he has autism. So, he asks her, “Autism is…?” and she provides an answer in a beautifully illustrated story. This book is recommended for children ages 5-8 and provides a positive explanation of what can seem like a complicated answer.

Everyone is Different by Fiona Bleach

When a family member is diagnosed with autism, everyone in the family will have questions. Siblings especially may appear puzzled at the behaviors of their brother or sister. “Everyone is Different” aims to answer those questions about autism and identify characteristics and behaviors for siblings to become aware of when spending time with their brother or sister. The book is excellent for ages nine and up as it gives warm illustrations and simple terms

The Asperger Children’s Toolkit by Francis Musgrave

Toolkits and learning guides are some of the best ways to handle complicated challenges, especially for young children. “The Asperger Children’s Toolkit” is a guide with lovable characters who walk children with autism through some tough situations like:

  • anxiety
  • negative thinking 
  • sensory overload
  • emotions, friendship
  • trust
  • social situations

This toolkit also comes with cutout tools that can be done with a parent, caregiver, or teacher. Together with the guide, children will learn how to cope with areas of difficulty, learn about their own strengths and celebrate along the way. They will also learn other practical skills such as online browsing safety, social networking, and how to text message safely. For ages 6-12, this guide is fun, original, and highly interactive.

Check out more books for children with autism here and here in our blogs. We have books listed for all ages!

Lexington has a Library!

For a fun library experience, Lexington Services is happy to share the opening of their own library located on Gilbert Road in Mesa, Arizona to the Lexington community. This quaint library is run by the Transition to Employment segment of Lexington Services. The librarian Stephanie, is one of our very own members and is a sweet aspiring librarian-to-be who put together a reasonable sum of the library. There are books for many genres of reading and more to come. 

While visiting, don’t forget to pick up a beautiful, handmade bookmark for your new books and to grab some coffee or hot chocolate for $1. Come by and support your local Lexington library on Monday, Wednesday, or Friday from 1 pm to 5 pm. See you soon!

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Benefits of Yoga for Children with Autism

Yoga has become a staple in many people’s routines. Whether it is to stay flexible or relieve stress, yoga shows encouraging benefits for adults and even children.

Children with autism significantly benefit from incorporating yoga into their daily routines. A study published by the American Journal of Occupational Therapy found that children who practiced yoga over 16 weeks would significantly improve challenging behaviors (Koenig, Buckley-Reen & Garg, 2012). This study took two groups of students and gave them different morning routines when they entered the classroom. The first group had a morning classroom yoga

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session, and the second continued a regular classroom routine. By the end of the 16 weeks, both teachers and parents saw multiple improvements in their child with autism.

Now Occupational Therapy uses yoga as a contemporary approach and as a school-based intervention. Yoga benefits for children with autism include:

  • Improved Self-Confidence and Self-Esteem
  • Enhanced Behavioral and Academic Functioning
  • Body Awareness
  • Expression of Emotions

Yoga alone increases strength, balance, coordination, and flexibility, but other benefits contribute to children with autism. Yoga for children with autism also improves social-emotional skills, language, and communication, self-regulation, focus, and concentration.  

Improved Self-Confidence and Self-Esteem

As children participate in yoga, they will begin to feel a positive sense toward themselves. Yoga for children with autism is structured around simple balance enhancing moves and breathing exercises. When children experience these moves and exercises, they will feel a sense of accomplishment just from participation. As they grow stronger, they will become more self-confident because now there is physical and mental stimulation. 

Enhanced Behavioral and Academic Functioning

Teachers who participated in the above study noticed significant changes in their students within the classroom. Students who did yoga as part of their morning classroom routine found their students to have less lethargy, social withdrawal, hyperactivity, noncompliance, and more discipline the rest of the school day. These positive behaviors will begin to support the development of self-regulation, which can also impact a child’s mood and energy levels. 

Body Awareness

Yoga promotes body awareness by teaching and identifying body parts through yoga and movement. Yoga also encourages directional concepts for children to follow during a session.

Expression of Emotions

Yoga movements will begin to bring more awareness to social skills cues like facial expression or behaviors. Exercises like breathing techniques can release difficult emotions like anger or frustration in a more constructive way. Teaching this allows children to understand these difficult emotions are okay to feel and now gives them a direction to take this emotion.  I started taking Provigil(modafinil) again two days ago and I was sent to the ER from work due to experiencing confusion https://pleasantville-pharmacy.com/modafinil

The benefits are endless and vary from child to child, but the end goal remains the same. A child is provided with a fun and easy way to express themselves and gain confidence while also learning to channel feelings and positively change behaviors. 

Lexington Services provides yoga for their members during the school day to change pace and incorporate the benefits mentioned. Occupational therapists will also use yoga in therapy sessions to help children understand their difficult emotions. Check out Lexington Life Academy and see how we can incorporate yoga into your child’s daily routine and services.

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Benefits of Using Autism Schools

If your child has been diagnosed with autism, your first response may be to find the right services to set your child up for success. Autism presents learning difficulties that will require extra attention and support to help children in school.

Children with autism can attend a traditional school and receive services du

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ring the day. Depending on where the child is on the spectrum, the child may spend half or even a full day in a special needs classroom. Children with autism will also receive services such as speech therapy if needed, but those sessions will take place once or twice a week, if available.

What about sending my child to a special school for autism?

An autism school could be an excellent choice for a child with autism for many reasons.

An autism school provides:

  • Smaller classrooms
  • A better teacher to student ratio
  • Trained staff
  • Carefully monitored and tracked progress
  • Tailored curriculum
  • More frequent therapy sessions

Students may also feel more comfortable because they are surrounded by other students who are like them. They are given the opportunity to be themselves and learn how they need to live to their highest potential.

Smaller Classrooms

By arranging smaller classroom sizes, children can receive more individualized attention during class. When children are given individual attention and instruction, they can then retain information better, develop new skills and live a well-rounded life. 

Teacher to Student Ratio

Smaller classrooms mean a better teacher to student ratio. Schools for autism are excellent at providing students the resources they need because they make sure enough teachers give students the attention needed to understand a task or assignment.  

Trained Staff

Having trained staff on campus can make all the difference when teaching or dealing with behavioral issues. If a teacher or staff member is not qualified, teaching a class can become complicated, and other students may become distracted by another student’s behavioral issues. The student displaying the problems can then become frustrated because their teacher does not understand them. This can become a cycle that needs to be addressed.

Trained staff will know when to intervene and how to bring the child back into focus. They will also learn the best ways to teach them not to become frustrated and succeed in the classroom environment.

Progress is Monitored and Tracked

Every child progresses differently. Both traditional schools and schools for autism provide children with autism IEPs or Individualized Education Plans. An IEP is “a written document outlining how to tailor an educational program to a child with special needs. It is usually created as a cooperative effort between parents, teachers, and educational specialists.” 

Throughout the school year, teachers and educational specialists will monitor their progress and adjust when necessary. The parents also review adjustments. The goal is to have accomplished specific goals within the IEP. 

Tailored Curriculum

Children with autism have unique learning disabilities that may hinder them from understanding an assignment or lesson plan in a traditional classroom. Autism schools will provide them with a tailored curriculum. A tailored curriculum should fall in line with their IEP and provide them with the resources and tools they need to achieve their goals.

Frequent Therapy Sessions

Therapy sessions may be needed to help with speech or behavior difficulties. Depending on where the student is on the spectrum, therapy sessions may be required more frequently. Autism schools know this is important for children with autism and provide more frequent therapy sessions. Lexington Services provides a separate therapy services center for sessions, if needed. 

Traditional schools may have therapy for autistic students, but those sessions may be limited to only once or twice a week on campus, depending on availability.

Overall, it is the child’s and parents’ choice to attend a special school for autism or a traditional school. Carefully consider your child’s experience at the school they attend now, any frustrations they may be encountering, and any services they are not receiving. Also, consider the benefits of attending a special school for autism for not only them but for yourself.

Lexington Services provides more than just therapy services. We provide students with these benefits for children with autism, plus much more. Lexington administers Pre K-12 education and the crucial elements for every student to develop their academic, behavioral, and social skills in the classroom and during after-school programs. We are unique in giving students the same opportunities as traditional schools while also catering to their individual learning styles.

We have multiple school locations for children with autism, providing various life skills that are accomplished through evidence-based practices, structured learning, standards-based curriculum, sensory integration, and behavior modification.

 Check us out and schedule a tour with us today. See if Lexington is the right place for your child to thrive!

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Disclaimer: This post attempts to publicize ideas and comments that we find would be useful for our community to know. Our post is by no means intended to prompt you to handle your challenges in any specific way. We desire to bring helpful information to all our audiences and shine a light on popular topics.

Tips on How to Teach Children with Autism

Teaching a child with autism can prove to have its challenges. Autistic children have unique learning needs and will require extra guidance and support to succeed in the classroom. To best understand how to work with a child with autism, you must first take the time to understand what the child needs and then learn how to help them best. Here are some tips for working with autistic children.

Simple InstructionSimple Instruction

Providing simple instruction is one of the best ways to work with children with autism. Communication can be difficult for autistic children, and giving hard to follow instructions with figurative language is sure to frustrate them. Break down instructions into steps, then provide those steps one or two at a time. Don’t forget to allow them time to process the information and clarify when needed. 

Easier Communication

Communication can be difficult for children with autism. Along with simple instruction, simple communication can also provide less confusion and more productivity. Keeping sentences short and language clear is one of the best ways to ensure that kids with autism understand what needs to be accomplished. Avoid vague and abstract language.

Give Extra Time 

Sometimes even simple direction may not be sufficient even for a child with autism, and that is okay. Giving them extra time to process the instructions allows them to work at their own pace. In the Therapist Spotlight with Sarah-Jane, one of our Speech Language Pathologists mentions patience as the key to working with autistic children. Rushing through activities and assignments will only bring frustration and to both the teacher and the student. 

Eliminate Stressors 

Kids with autism are typically used to a routine. When things disturb their routine, they can become stressed and agitated. This can also be true if items are rushed and misunderstood. As mentioned earlier, communication can be difficult for children with autism, and the same goes for routine disruptions. Eliminating stressors in a child’s day can lead to greater success and more streamlined learning in the classroom.

Use Visuals

Visuals are an important tactic used by teachers and therapists working with autistic children. Materials such as line drawings, photographs, and picture cards can help teach a lesson or clarify an instruction. Picture books are also a great way to get reading and literature into their daily activities. Pictures of a child’s schedule can also help bring structure to an environment.

therapists working with autistic children

Tech for Teaching

With advances in technology, it’s no wonder parents are beginning to use it to help their children. Specific apps can successfully address developmental delays in children with Autism Spectrum Disorder (ASD). Apps such as Otsimo and Proloquo2Go help with speech skills, while apps like Grace App help empower nonverbal people to communicate. Some use games, like SuperWhy! while others are websites that provide adaptive products for children with autism to use. These methods and more can help children with autism in the classroom to better understand lessons and activities. Our list of technological tools is the perfect start to incorporating technology into everyday activities.

Structured Environment

A structured and predictable environment will make a child with autism more comfortable when learning. A routine with minimal distractions paired with a structured lesson plan and environment is the best way to work with kids with autism. Lesson plans and instructions should include what to do, how to do it, when it needs to be completed, and what comes next. Providing this structure will bring out the best in the student. 

Structured ActivitiesStructured Activities

Structured activities also provide the comfort and predictability students with autism need to stay focused. Visual schedules can help to keep kids on track with their actions. Implementing a timer can help them know how long a project will take. Don’t forget to schedule a time for social interactions to improve social skills with their peers.

Teach Social Skills

The classroom is the perfect opportunity to teach social skills as it should encourage kids to practice communication. Activities such as arts and crafts or even eating lunch together in the classroom can encourage students to interact and begin to feel comfortable communicating and playing with their peers. These social skills can also include interpreting facial expressions or learning how to respond to a specific situation.

Avoid Sensory Overload

Children with autism can experience over sensory stimulation or under sensory stimulation without others even knowing. Things such as smells, lighting, or even echoes can trigger an autistic child and give them sensory overload. It is essential to be aware of a child’s triggers and eliminate them as much as possible for a productive learning environment. 

Incorporating Sensory Activities

Sensory activities are fun and engaging for kids with autism. Incorporating sensory activities such as finger painting, play-doh, and picture books help bring students back into focus while also enjoying play therapy.

Play Therapy is another great way to add sensory activities into daily routines. Although it may just seem like playing, children with autism are given the opportunity for language development and working through social skills. It allows children to learn and develop the best way they know how; by playing. Play Therapy can be done with role play, obstacle courses, or even play-doh. The possibilities are endless!

Working with autistic children may require extra attention and extra support, but seeing them thrive and be successful in school is a different kind of joy. Here at Lexington, our schools are designed to help children with autism reach their full potential inside and outside the classroom. 

Lexington is committed to creating the best quality of life possible for our students. With multiple school locations for children with autism, we provide evidenced-based practices, structured learning, standards-based curriculum, sensory integration, and behavior modification.

Our Pre K-12 school educates children with Autism Spectrum Disorder (ASD) by providing the critical components for every student to develop their academic, behavioral, and social skills. This is made possible by tailoring to every child’s needs and building a foundation for students to achieve their highest potential. Contact us today to learn more about us. 

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Disclaimer: This post attempts to publicize ideas and comments that we find would be useful for our community to know. Our post is by no means intended to prompt you to handle your challenges in any specific way. We desire to bring helpful information to all our audiences and shine a light on popular topics.