Newyork, May 12, 2015 -- /EPR NETWORK/ -- Rebecca School, a school for children with neurodevelopmental delays of relating and communicating such as autism, makes its 2014 annual conference “Respecting Autism” available online for free. The conference was held on September 27, 2014 in Middlebury, Vermont. Staff from Rebecca School gave presentations during the conference, discussing how Floortime therapy can be integrated into school programs for encouraging effective learning as well as holistic development of student's functional emotional capacities.
Floortime therapy is the practical aspect of the DIR model developed by Dr. Stanley Greenspan. The DIR model or the Developmental, Individual Difference, Relationship-based model is a framework formulated by Dr. Greenspan based on extensive research. This framework aids in the process of performing a comprehensive assessment of children with developmental challenges and deciding upon intervention strategies based on their abilities and individual processing differences.
The “Respecting Autism” conference was hosted by Rebecca School, Middlebury College; a private liberal arts college and Sapphire Center; a center in Vermont using Floortime therapy for children with developmental challenges.
The conference that has been made available online for free included presentations by volunteer staff from the autism school on various topics including visual-spatial support, music therapy, speech and language programming, parent support and Floortime therapy for challenging students. Also discussed during the 2014 “Respecting Autism” conference was Rebecca School’s Café Rebecca program as a part of which students of ages 15-21 manage various aspects of running a café such as baking, advertising and delivering products.
The conference also featured a panel discussion among Rebecca School’s staff as well as a keynote speech by the clinical director of Rebecca School, on the importance of thinking.
The day-long activities were recorded and are currently presented in a 10-hour long recording that can be accessed online for free.
The DIR/Floortime intervention is utilized at Rebecca School whilst providing academic and therapeutic services. The approach involves helping autistic children learn to relate, communicate and think by fostering emotionally meaningful learning interactions with the child. According to the premise of Floortime therapy, affective interactions are key to the social, emotional and cognitive growth of a child. As children with autism are unable to relate to and communicate with others, several aspects of their development tend to get delayed unless suitable interventions are employed in a timely manner. Floortime therapy involves assessing an autistic child’s interests, joining them in their activities of interest and challenging them to develop greater motor and communication skills through several strategies.
Rebecca School, an acclaimed autism school in NYC, has taken the prerogative to make the valuable content of its 2014 annual conference available online for free at the following link: http://goo.gl/55eqNt
Contact-Details: 40 East 30th Street New York, NY 10016