Environment: Both campus and classroom design has been created to promote and support acquisition of skills and subsequent generalization and transference. Primary classrooms called “cottages” are fashioned after traditional residential living facilities, including living area, kitchen, laundry room, bedroom, dining room and bathrooms. These classrooms are designed inside and out to resemble a home. This allows instruction in independent living skills to have a natural feel with in easily identifiable locations. Instruction in this environment focuses primarily on independent living. Secondary classroom environment are designed with vocational skills in mind. While resembling businesses and jobs often seen in the public, students are able to be taught specific vocational skills. Again, the environment promotes and supports the curriculum and overall mission of the school. The campus itself supports recreation and community living, allowing and having access to educational opportunities in the community and with/for social interactions and participations. |
Curriculum: The curriculum has been specifically designed and created for these individuals, with the mission statement in mind. This curriculum is designed to be sequential, building on learned skills in the area of self care, independent living, vocation and self advocacy. This curriculum is structured using methodologies, research and experience both current and practical. While the basic structure is set with goals in mind, allowance for various communication, physical and learning differences is allowed. Including but not limited to assistive technology needs, alternate learning methods and increased staffing for assistance. |
Family Support and Advocacy: An integral part of the students’ life and schools success is the family support. In as much as the student is educated, supported and put first, so are the families. Support groups, lending libraries, research share and overall education of disabilities and understanding their student’s life both now and for the future is offered. |
History:
Independence Academy was formed in June of 2008. This was done by the director, Beverly Batson a special education teacher after much research and several local parent meetings/surveys. Prior to forming Independence Academy research was done to validate what the director had been seeing, hearing and feeling as a teacher. That research did in fact validate that families, individuals and teachers were becoming ever incensed over the skill and education discrepancy that leaves these individuals with substantial disabilities helpless to provide for, care for or even participate in their own life. Research supported that this was not just a local issue but in fact a national one. Local parent communication, meetings and surveys supported that this was a priority for families, one with an urgent need.
In June of 2008, preparation for the first session began. Curriculum research was done. Curriculum development, assessment and evaluation were completed at a primary level. The determining factors of quality and validity were met well enough to put in it into practice and have field evaluation preformed.
In July of 2008, first session began of Independence Academy. A temporary location of a residential home and limited select students were chosen. This session was extremely informative for the director and participating members of Independence Academy. As all aspects of school plan and mission were able to be evaluated. The classroom cottage design, the curriculum, the family participation and through a mixture of student ages, disabilities, and personality strengths the schools ability to meet the needs of a wide variety of students was established.
The school’s first session ran from July through August. In this time, truly inspiring results were seen. Students made remarkable progress towards acquisition and generalization of skills, including to their individual homes almost immediately. Students with prior behavior concerns in traditional settings, showed significant decrease in these, and parents were very pleased with all aspects of the school. This session, helped create and establish the parent forum that will continue to advise, contribute to and evaluate the school. Additionally, many ideas for parent support, future programs and financial plans were created.
Funding, or lack thereof, prohibited the school from continuing during the traditional school year. However, plans for summer session 2009 and full time fall 2009 are underway. Full time effort is being put into permanent location, perfection of curriculum, marketing, advertising, recruiting qualified staff and the associated items. |
