The program for Emotionally Disturbed students is a special education self-contained placement. The program is designed to meet the educational needs of students experiencing chronic emotional behavioral difficulties, which affect their ability to benefit from educational opportunities available in their home schools. These young people tend to be withdrawn, impulsive, disruptive, oppositional, confrontational and often physically aggressive. They have difficulty with interpersonal relationships, experience reality in an idiosyncratic manner and in general are cautious in their approach to the world. They take an aggressive approach to the world and are either unable or unwilling to allow staff to help them de-escalate without physical assistance.

Behavior at AAA Academy is managed in a fair, firm and consistent manner. broad range of behavioral interventions, individual and group, crisis counseling, individualized academic programs, small class size, parent training and support provides opportunities for the student to gain the skills needed to return to their school. , the overriding objective of programming at AAA Academy is to provide an environment, which stimulates development in all areas. AAA Academy utilizes a school-wide system for managing behaviors.

In addition to the goals set by each student’s IEP, the AAA Academy Early Childhood Program implements instructional strategies that have a scaffolded approach to teaching. For early childhood special needs students, our approach will necessitate that teachers learn what each student’s interests are and then create opportunities for learning that encompass those interests. Teachers will engage students by learning what students enjoy and value, what they are able to do, and then decide what adults can expect the children to do. Instruction must be scaffolded through supported interactions and each child’s progress must be closely monitored. These interactions may include interacting and learning about common objects as a basis for literacy instruction. As students progress, teacher supports should be at the minimum needed to ensure completion of each task. Supporting each child’s individual need will include supports that include adequate thinking time, gesture cues, verbal prompts, physical prompts, and teacher modeling.

It is expected that, as students progress, scaffolds can be reduced and independence can be fostered. As students advance, basic letter recognition and letter sounds skills can be addressed as well as introducing basic counting and number facts. Where appropriate, individualized computer based instruction will be provided. In addition, opportunities will be provided for students to interact and learn together as this not only facilitates learning but increases opportunities to develop social emotional skills. By implementing these strategies within the structure of each student’s IEP, students learn and achieve their learning goals.