The Transition UP Program holds dearly to the following values which we hope to demonstrate their wisdom through our success.
Complete integration of all students with supports that makes for a level playing field
Education that addresses the mind, the body, as well as the emotions
Objective validation of outcomes based on measurable data
TRADITION OF DIVERSITY
The Transition UP Program recognizes its duty and responsibility to serve students with autism who come from diverse cultural and economic origins. This commitment requires our professionals to possess specialized, skills, knowledge, and understanding of the interplay between culture and autism. When students with autism are from culturally, economically, or linguistically diverse families, the professionals assessing and providing services to these students must be aware of the additional aspect of how these additional differences may affect learning, socialization, and overall behavior.
It is the goal of the Transition UP Program to enable every student with learning challenges, whether academic, social, or emotional to rich his or her full potential. Future projects are anticipated to include: anti-bullying, suicide prevention, and family-student-school communications. With the diligence of our team and support of the community we will seek additional financial assistance, private and public, to enable all who want to be a part of our program to do so.
A RESEARCH BASED PROGRAM THAT MEETS THE NEEDS OF VARYING INDIVIDUALS
It has been said that when you meet a child who does not fit into an educational setting, you have met just one child who is missing out on life’s single most important experience – the chance to learn. For more than six years much thought, research and study has gone into Transition UP’s philosophy and methodologies. We have learned a lot and there remains much to be learned. Here are some important ideas that Transition UP has been developing.
Every student who goes through the Transition UP Program needs to learn three things:
Practicing the fundamentals of being a successful student;
Knowing and embracing one’s self; and
Balancing time devoted to academics, social relationships, and introspection.
While all students have assets and liabilities that they bring to school. We at Transition UP see ourselves as assets developers. We believe that one support program can not fit the needs of all students. Some students may need more one-on-one support while others may require more group intervention. For some it is social skill development that is crucial, while for others the advancement of executive function is vital. Tailoring each student’s program to meet their individual needs is fundamental to their success. Learning something, is like engaging in a give and take conversation, it is accomplished on two levels. First, there is the cognitive aspect of understanding what a conversation is all about. Second, there is a process of gaining ownership over what has been learned. Ownership, does not take place until that which has been cognitively acquired is sufficiently practiced so that it becomes part of the person’s being.
Changing the setting introduces unknowns that lead to increased anxiety and increased failure. Practice of newly learned skills in a variety of setting is key to lasting and generalized success. Our students first learn in a familiar setting and then practiced in a less familiar setting. Ultimately, when the student is ready practice takes place in the general community. Our goal is simple, it is educational success that leads to personal growth that leads to a lifetime of learning.