The success of our education model emanates first, from a full integration of academic and clinical practices and seamless communication between our faculty, clinical team, you, and your outside consulting professionals. Second but equally important is our emphasis on academic rigor and relevance to our students’ lives.
Self-regulation is also a learned talent and when given safe time and space with empathic guidance, students become scholars of their own inner climate. Our trained staff support resiliency and social growth through modeling, visual prompts, consistent boundary setting, and strong relationships built between staff and students.
Executive functioning is also practiced through real-world experiences and daily routines that are planned, predictable, and consistent. From entering the building to leaving for home, students develop a toolkit of resources: planners, emotional scales, notes-to-self.
Sensory and emotional regulation come, in part, from practicing tolerance through systematic and scaffolded exposure to sensory input accompanied by sensory breaks, varied small spaces and a staff trained to invite the child into collaborative and mediated decision-making.
WCA wishes to acknowledge and thank the following for their paradigm-shifting work that is the foundation of our program: Michelle Garcia Winner, William Miller and Stephen Rollnick, Ross Greene and Richard Ryan, and Edward Deci.