Our Approach

The SWS program provides: . . .

• Individualized and challenging academic curriculum.  Students are mainstreamed into the VCA classroom as appropriate, with needed support from SWS instructors and assistants.

• Social skills training.  Students learn valuable skills from their socially typical peers.  Direct instruction is provided with individualized social skills curriculum.  Students are taught friendship tools, conflict resolution and manners.  They develop interpersonal relationship skills and an understanding of feelings for self and others.  SWS utilizes both structured and unstructured teachable moments, role playing, modeling and group discussion.

• Life skills training (including activities for daily living and vocational). SWS provides a structured environment  with individualized schedules and work systems, teaching organizational strategies and techniques and effective study skills.  Students are also taught to utilize effective problem solving techniques, self advocacy and self-management of behavior and emotions.

• Communication skills (including non-verbal behaviors and communication).  Students develop effective conversation and listening skills and are taught perspective taking and assertive communication.  Students develop an understanding of idioms, figurative language and body language.

• Family education and support.  Parents of SWS students are encouraged to attend support group meetings to share resources, success stories, and frustrations.  Trained staff work with parents to ensure success of the student both at school and at home.

• Individual attention.  Student-teacher ratio in the regular VCA classroom is generally one teacher and one assistant for a classroom of 22 students.  The SWS staff provides an additional instructor or teaching assistant for every 2 to 3 SWS students in each grade level. 

What is Mainstreaming?  

Mainstreaming is the process by which a student with special needs can successfully attend a regular classroom, rather than being isolated in a separate setting or self-contained classroom.  The uniqueness of the School Within A School model program is its commitment to equip students with Asperger Syndrome/High Functioning Autism with the necessary skills and coping mechanisms to not only survive in the educational system, but to thrive.  We believe this is key to the long-term success of the student with Asperger Syndrome/High Functioning Autism and will prepare them as they learn to not only successfully adapt to the world in which they live, but to be a contributing, vibrant member of their community.

After an IEP (Individualized Education Plan) has been created for a student, the SWS lead teacher and the VCA classroom teacher work together to map out the steps needed to successfully mainstream a student.  Modifications and accommodations are clarified, and during the initial mainstreaming period the student is accompanied by a SWS Instructor/Teaching Assistant (to shadow) until the VCA classroom teacher and the SWS staff member are confident that the student is ready to participate in the class without additional supervision.  Students are continually evaluated and monitored to give every opportunity for success.

At Veritas Christian Academy SWS, the mainstreaming process is highly individualized, based on each student's specific strengths and challenges, both in the area of academic achievement, and social and emotional maturity.

Our Goal

It is the desire of School Within A School for each student to maximize academic potential and acquire the skills and self confidence that allows for a productive and fulfilling life. 

It is our goal that each student will acquire age-appropriate social and emotional understanding with others, learn to utilize verbal and non-verbal communication skills and understand the communication of others, and acquire organizational skills that allow independence in school, home, and community.