PreSchool, Elementary & Middle School Programs

DYNAMITE

The DYNAMITE (Disabled Youth Needing Assistance Medically, Individually, Therapeutically, Educationally) Program serves the needs of children with severe multiple disabilities. The philosophy of the DYNAMITE Program is to provide students with a caring and supportive environment that fosters the
development of their individual strengths and meets their highly
specialized needs. IEP goals and objectives selected for this
population are based on the student’s current level of functioning
and developed utilizing ACSSSD’s Transition Curriculum. This
curriculum is relevant to the needs of the students and
cross-correlated with the N.J. Core Curriculum Content Standards.

The Collaborative Therapeutic Model is utilized to support the
students and classroom staff. This Model incorporates an
interdisciplinary team of certified personnel trained in assessment
procedure and program planning. This team consists of the following
members: Child Study Team, Speech Therapist, Physical Therapist,
Occupational Therapist, Teacher, Nurse, Parents, and a sending
district representative. By using a team approach, these students are
assured of receiving the most comprehensive services.

The Collaborative Team works together to perform functional
assessments of the children and utilizes this information to
develop the Individualized Education Program. In addition to assessment, members of the team perform their therapeutic services within the classroom setting. As they administer therapy in class, they are training the classroom paraprofessionals and teachers to provide follow-up support in each therapeutic area. This promotes generalization and reinforcement of therapeutic services throughout the day.

Students in the DYNAMITE Program are very medically fragile. Many of these students require a special feeding program and highly specialized nursing care in order to ensure their health and safety. Through the interaction of the teacher, specialists and parents, this program offers a caring, supportive and stimulating environment that fosters student growth and development.

GOALS

• To develop each student’s strengths in order to facilitate optimal independence.
• To provide multi-sensory stimulation that fosters student growth and development.
• To create a nurturing environment that enables the students to be physically comfortable and content.

ENTRY CRITERIA

• Classified as Severe Cognitively Impaired or Multiply Disabled
• Chronological ages 3-21 years
• Pervasive developmental delays in the areas of language,
  adaptive skills, motor skills and cognition
• Requires adults to perform and/or provide essential care
• Requires support services through physical therapy,
  occupational therapy, speech and nursing services
• May not be physically aggressive toward others
• Student needs for program placement are reviewed on an
  individual basis.
• May not have the type of life threatening condition(s) that
  require acute care. (The program is an educational model
  and cannot accommodate certain medical needs.)

STAFF/STUDENT RATIO:

One staff member to three students.

PROGRAM OPPORTUNITIES:

The DYNAMITE Program provides students with many specialized program opportunities. Components of the program are as follows.

• LIFE SKILLS– Life Skills are an integral part of the DYNAMITE Program. Since each child’s individual needs are unique, a specific life skills program is developed and implemented for each student to help them maximize their level of functioning. In order to achieve independence, grooming, personal hygiene, activities of daily living and self-help skills are incorporated into the daily routines.
• COMMUNICATION– Communication skills are an important part of all classroom interactions. Throughout the day, students are provided the opportunity to request, make choices and respond using various means of communication consisting of verbal speech, sign language, picture communication symbols or augmentative communication devices.
• MULTI-SENSORY– Students are provided with stimulation through the senses of touch, hearing, vision, smell and taste. This stimulation is incorporated into all the daily components of their program.
• ENVIRONMENTAL CONTROLS– Students are provided with ongoing opportunities for adapted access to their environment through the use of various materials and equipment. For example, by using an environmental control unit (ECU), a student can activate a common food blender, radio or tape player by touching a switch located on their tray or wheel chair. Switches can also be used to activate communication devices or battery operated toys.
• SOCIALIZATION– Interaction with others is a vital aspect of the DYNAMITE Program. Structured time is scheduled on a daily basis to encourage socialization. Students are encouraged to interact with one another and use social communication skills.
• FEEDING– Students receive oral motor stimulation and feeding training. The emphasis is on providing a positive and safe feeding environment. Trained staff assist the students at lunch and provide adaptive equipment and techniques to maximize feeding potential.
• GROSS MOTOR– This aspect of the program emphasizes movement of the student’s limbs and body and encourages positioning to improve function and enable the students to have optimal access to school activities.

PHYSICAL EDUCATION– Adaptive Physical Education is provided at the student’s ability level. Body awareness, spatial awareness, and creative movement are reinforced through participation in a wide range of motor skills and group activities. ART– Through art, students are given the opportunity to express themselves creatively and work on motor skills, attending, socialization, communication skills, etc. The art experience also promotes feelings of positive self-esteem.

• MUSIC– Music is a powerful medium for the DYNAMITE students. Music activities are structured to allow positive student interaction and an appropriate outlet for creativity and enjoyment.
• 4H CLUBS– The DYNAMITE Program’s affiliation with 4H has enhanced the program. Through hand-over-hand assistance techniques, and one-to-one interactions, students are given the opportunity to participate in many club activities. These club activities are not only stimulating for the students, but also help to develop self-esteem, which is vital to student development.