Starting Children's Programs
Pathways has been constantly working toward school and community programs that build on inclusion. We run up to 35 programs per year servicing 300 children from 14 different communities with over 750 registrations in 2010. In Montville Township, mentors have readily volunteered their time clocking in approximately 3,300 hours of community service in the 2010-2011 school year. In addition, Pathways spent only $75,000 in 2010 to subsidize and support approximately 10,000 service hours in 35 programs; challenging the belief that disability always has to be expensive. In 2009, Pathways received four prestigious awards in recognition for the programs and services we provide. Two of those were awarded from the New Jersey Department of Community Affairs and the New Jersey Recreation and Parks Association. Pathways has come far but we still have so much further to go in getting the word out and getting other communities involved. This class covers the basic concepts that make Pathways unique as we continue to ask questions and find answers to problems that have consistently hindered the disability population from achieving their potential. Melinda Jennis is an inspiring speaker whose enthusiasm and leadership has ignited a simple more common sense approach that has motivated people to get involved in changing the culture of how we view disability and leadership in our youth. This class is designed to introduce some of the components of the "Include ME!" program and discusses how the following concepts are put into action:
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The Concept of Early Intervention Never Ends:
Pathways begins to train children with special needs for employment at the age of three. All of our programs focus on what is developmentally age appropriate for today, while at the same time, always keeping an eye on the skills children need to achieve their future goals for self sufficiency and employment tomorrow.
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Develop a Strong Continuum of Programs that Support Children from the age of 3-21:
Pathways has reviewed many statistics across the United States and one in particular clearly stands out. Success indicators for children with special needs beyond the third grade tend to dramatically decline into middle and high school. The question remains where does the investment in Early Intervention go when the supports these children receive dramatically decrease as they get older? Intervention must remain strong and stable throughout with measurable goals and objectives, high expectations, and progression of skills that is meaningful and relevant.
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Prioritizing Skills and Remaining Focused:
Pathways used a process called back mapping to identify and prioritize the skills that we feel are most critical for children to achieve success and quality of life. Every class and program in the pyramid model incorporates those skills at different levels with the time, frequency and intensity constantly monitored in an attempt to maximize outcomes. Pathways runs 4-6 classes weekly, 1-2 times per week, at 1-1.5 hours per session for 36-42 weeks out of the year.
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Generalization of Skills into Community and Real Life:
It is not enough to teach skills when children cannot apply them as independently as possible in other environments or generalize them successfully to real life situations. Pathways keeps all of our programs community based and intertwined with their peers as much as possible. Each level of the pyramid keeps them progressing toward higher achievement while maintaining a motivating, fun and child centered approach.
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Using the Children Teaching Children Model:
Children with special needs spend the majority of their time with adults who for the most part are their teachers, therapists, or parents. They miss one of the most important avenues for learning which is facilitated through time spent with their peers. Most children are eager to include children with special needs when they know how and feel they can contribute. Our coaches and instructors are not the center of our programs but are known as facilitators that work through children to encourage them to teach and learn from each other. It is also always important to remember that inclusion is not a one-way street nor does it always have to move from special education to general education. If given the opportunity, inclusion is a process that can happen in almost any direction. The key is to change our mindset by giving inclusion every opportunity to happen by planting the seeds and then continuing to cultivate it over time.
NOTE: This class can be brought to your town or school district. The guidebook offered can also be changed to a recreational or team sport guidebook that teaches coaches and recreational directors more about altering or modifying the rules of the game and facilitating participation through mentors. Travel time and expenses will be discussed based upon location of the class. Please click here to email (info@pathwayskids.org) or call (973) 856-9587. It is recommended that towns and school districts combine resources and partner when hosting this class. A minimum of ten attendees is required to run the class.
