Staten Island Meditation

A Model for Empowering Adults with Autism & Learning Differences

At Hidden Wings School, we’ve created a reproducible model. We’re sharing that model with you so that you can create the school of your dreams — and the dreams of adults with autism and learning differences! Hidden Wings is devoted to unfurling the gifts of young adults with autism. It is a post-secondary school that identifies and focuses on the innate gift within each student, directing this gift toward a job and an independent life.

Would you like to begin a Hidden Wings Satellite school in your area? We will be happy to help you establish and nurture your school. Here are the simple steps to follow:

PHASE 1

Hidden Wings Schools are parent-driven, parent-organized, and parent-run. The first critical step is organizing a group of parents in your area (2-3 minimum, ideally 6) with students on the autistic spectrum from Aspergers to Autism, generally limited to ages 12-24. Our oldest student is 26 years old, but any cap on age is up to the group. It is important to keep the focus on young adults, and it is critical to have a group of parents/caregivers who are able to work together and donate several hours per week to launch the school. The nature of the courses/content and emphasis, and the level of instruction, are meant to be designed around the students. If a student is fascinated by a topic, the goal is to build upon those interests. The most important ingredient for forming a successful school is teachers. Teachers can build courses upon their own skills and abilities as well, but the key factor is finding teachers who are motivated, positive, flexible, and responsible.Finding teacherswho have passion for teaching and also “click” with your particular group students is key. Finding teachers in your area who have these qualities is key and is a time-consuming as well as often a trial and error sort of process. Teaching credentials and training are not critical unless your group is certain that one goal is the eventual formation of a charter school. In any case, this is a later step and not critical at the onset. Ideally, you should “try out” teachers with some weekend “Family Day” activities so that you may observe the various teaching styles and determine which teachers will best fit your goals. Getting feedback from parents and students (as well as the teachers themselves) is essential. Teachers need to be respected by parents and students. They will be given a good deal of latitude in building the course; this will include organizing a multitude of field trips. Find teachers who are self-directed and not primarily motivated by money. Salaries must be generous toboth secure and reward best and brightest teachers. All teachers will be working part time with no benefits. This means that the salaries must be sufficient to allow them to work as “independent contractors” for tax purposes (i.e. they will have to pay both sides of Social Security, thus depleting their salary by 15-20%, depending upon their tax bracket). Essentially, Hidden Wings teachers are paid as therapists, and should be compensated only for time spent directly with students, rather than time required for course preparation/research. Their salary can be determined by the parent group guiding the school, and will be influenced by the cost of living in your area. A typical salary is $50.00 per hour with stipulations as above. Most teachers will be working for just 2-4 hours per week. Do not skimp on teachers’ salaries. Tuition is based on the family’s ability to pay, as well as the volunteerism of the family, supplemented by donations from foundations. Contributions are encouraged(averaging $200 per course). Parent and community volunteerism is also an invaluable asset and should be sought at local churches, synagogues, and community groups. Extended family of students and teachers can be a wonderful initial source of volunteers. When it comes to attracting students, advertise, network with special education teachers, current students and parents’ networks, local physicians, religious organizations, and members of the community. Students may be hidden away and are unlikely to be found without a good deal of research. Encourage families to explore and contribute to school formation with use of community forums and weekend “Family Days”. These will help you to help try out teachers, teaching methods, and facilities, and will help you to educate and involve volunteers as well. The initial courses will compose a “school without walls.” This is done to keep the cost of the school low. There are often underused spaces in a community. City parks, state and countyparks, libraries, museums, YMCAs, community centers and private schools will often have space that is underused or available for rent at low cost. Most courses involve outdoor spaces (i.e. hiking, beach kayaking, swimming, even drumming). For insurance reasons, courses should not take place in homes of students or teachers, as sprinkler systems, handicapped access, and other safety issues (exit signs/doors, etc) are different for homes as opposed to public spaces. Determine which course will be offered from the list below.

CORE COURSES

Note that parents are invited to participate in many classes, except where their presence would be a hindrance (such as life skills). In academic classes, parents should bow out except to keep informed of student progress, or to learn necessary teaching techniques that should be continued at home. Parents can often benefit from physical exertion (such as hiking/biking courses) and can be helpful for safety reasons (monitoring those students who need a slower pace, and keeping the group together). Everyone can benefit from meditation.

• Hiking (with elements of biology, conservation, ecology)
• Swimming (with elements of team building, sensory regulation, and rigorous physical exertion.
• Art (molded to fit interests and abilities of students, including elements of world culture/art from around the world as well as art history)
• Yoga (with emphasis on balance, strength building, sensory integration)
• Animal care and grooming (depending upon your access to animals). Oftentimes, linking to a Therapeutic Horse Riding Program will be helpful or if unavailable to local animal rescue groups
• Academics (see material lists below, with or without computer skills, based on students’ needs and interests, designed to provide basic instruction in math, reading, and writing). Most teaching should be very small group if not 1:1 ratio teaching/tutoring. Depending upon student abilities, this can be linked to community colleges, or online courses with support as needed. (See list of source material for further details concerning curriculum, and teaching strategies.)
• Music/Drum Circle (with emphasis on sensory needs, rhythm, working as a group)
• Life skills class (including grooming, cooking, cleaning/housework, laundry, learning about money/finances, job interview skills, resume writing, manners, and whatever individualized steps may help students work toward an independent life)

ADDITIONAL COURSE WORK

• Martial arts (with emphasis on discipline, balance, strength, flexibility)
• Acting classes (speaking in front of others, memorizing famous poems, familiarity with famous speeches, playwrights/poets/authors)
• Walking through History (exploring local museums, films, internet journeys with an emphasis on history. The Magic Tree house approach to history/going back in time with costumes/songs/scenes/movies/playacting.)
• SAT or CASSEE study courses in small group sessions, focused on student needs
• Games/puzzles/pet care/ quiet reading in small reading room environment when/where available
• Bicycle touring (with emphasis on safety, some map reading skills, proper nutrition)
• Meditation/ Quiet Reflection (Kids need time to regroup and let their synapses cool down. Our brains need time to resort and rethink ideas. Parents need this as much as their kids.)

PHASE II

Establishing a business around which jobs can be created for students. Consider the abilities and interests of your students, as well as resources of parents and the community. A business such as coffee house plus art gallery or small museum or small store featuring student art/other creations may be linked to tourist or other attractions in your area. Other ideas include:  a second/third run movie theater for all young people in your area, a pet care/grooming/walking/boarding facility plus pet cemetery. You might also consider building a camping facility with store and small restaurant. Try to conceive what business is feasible with resources you possess. This business should provide transition or longer term jobs for students, and a source of income for your school.

PHASE III

Help students learn about what career options might be open to them. Perform interest assessments if needed. Help students learn about job training options available, and provide some job training skills where appropriate. If students are able to attend courses at a local community college, they may well need to be accompanied. Parents may opt to pay another student in the class to help keep their child on target in that environment. Reviewing assignments with the school academic tutor is essential to provide the student with the most positive experience possible.

PHASE IV

Celebrate victories, end of year events and eventually hold your own graduation service, complete with gowns, certificates, hats, pomp and circumstance, and diplomas.

Be careful to use respectful language when referring to participation in your school. Use terms such as “Going to college” or “graduate (or advanced) training (or schooling).” Give courses respectful, even elevated names, such as “Hiking 101” or “Advanced Tree Climbing”. You want students to feel empowered, and to report to their friends and extended family that they are progressing with their studies. Encourage students who move on to other schools/jobs, but also urge them to return to your school to report about their past/present experiences. They can also help your community by explaining how they could have been better prepared to enter the outside world.

Try to be flexible. Throw out what is not working. Modify what is working to make it better. It is a process of refining and redefining coursework and goals and moving forward.

PHASE V

Reassess, regroup, and make changes as needed. Adjust schedules to fit the needs of your group. Does your group contain homeschoolers in high school who need classes during the day (8am-3pm) or do your students have part-time jobs that interfere with course times? Do your students use the Hidden Wings School to augment their regular public/private school classes and need to group activities on the weekend? Cluster or regroup classes, especially those on the weekends.

Introduce students to something new, or something they would not ordinary attempt. Try drumming before a hike, or art after swimming. Have teachers switch to teach a different class for a week to get to know different students and add their different perspective.

Remember, socialization and building confidence in students are key elements of success. This is as important as any class content. Be sensitive to the needs of parents and teachers as well as students. Are you demanding too much of teachers? Be aware of your own faults. “Getting your money’s worth” out of teachers does not mean scripting their every move or micromanaging their hours. Trust your teachers and watch out for your own impulses to overwhelm teachers as well as students.

Let students form their own bonds. Stand back and observe; learn something for yourself about humility and mentoring. Facilitate where needed, but don’t push. Students bloom when ready. Your job is to till the soil, not to pry open the petals.

Enjoy your kids; keep it light. Don’t be too pushy or compulsive. Have a sense of humor. See the humor in you kids’ actions and words. Life is not about enduring this work, but relishing it. Most kids suffer from anxiety and poor self-esteem. Make it easier for them to see their gifts. Learn to appreciate the gifts of others:  your students, all students, your teachers, and yourself. Catch up by slowing down.

Take a summer break, at least one month, with little going on. Enjoy some down time. Escape as a family to a less chaotic space. Don’t obsess about fundraising. Taking a break will allow new ideas and new leaders to emerge.

FUNDRAISING

Except for an initial grant to help your school get started, you will become the masters of your own fate with regard to fundraising. This is a necessary feature, and one which will encompass much of your time initially. Apply for local grants and seek out affluent families with children on the spectrum. See whether you can find someone to give you the initial funding to help launch the school. If this is not feasible, each parent may need to contribute substantially. Parents may also donate a space for your school, or expertise in teaching or fundraising.

Be creative and endeavor to eventually allow students to take place in fundraising, either through the usual methods (such as car washes or bake sales) or by selling their artwork, or by eliciting funds from extended family members. Take pictures of students and their families for website and promotional literature (with proper release).

If you have an understanding school district to sponsor you, and if students are largely high school aged and involved with homeschooling, consider starting a charter school. This adds much to bureaucracy (IEP’s, teacher credentialing requirements, dictating school hours) but does allow $6000 per student for funding and in the best of worlds, a space to begin your school.

If your school district is not cooperative, any school district can sponsor you, usually in return for a small percentage of funding. A personal relationship with school district can make all the difference. Expect a fight for any funding money, especially if a student could be enrolled in the public school instead. Don’t despair if this option is closed to you. Also, laws are constantly changing especially with regard to special needs funding for charter schools.

Your goal will be to raise $120,000 to $200,000 per year (or about $10,000 per student). If funding is impossible, consider charging students for each class, though this is a last resort. There are already so many barriers for teens and young adults on the autistic spectrum that adding to the financial burden of parents is not ideal, and it will likely strongly influence the makeup of your student body.

As a satellite of Hidden Wings, all contributions will be tax deductible. Some employers will give matching grants.

For more information, contact:

The Rev James or Julia Billington, M.D. Founders and Co-Directors Hidden Wings: Unfurling the Gifts of Autism 517 Atterdag Road Solvang, CA 93463 (805)705-3918 Jim@hiddenwings.org

“Hidden Wings” is an apt title for a desperately needed, timely project. School and program availability for K-12 students with autism ends abruptly with high school graduation and adulthood. Into this regrettable vacuum comes a program that provides continued opportunity for experiencing greater self-worth, increased socialization and more independence. To my knowledge there is no college in this country or elsewhere that is designed uniquely for those on the autistic spectrum. It will be an inspiration for many. I heartily endorse the work of Hidden Wings.” – Darold Treffert, M.D., Clinical Professor of Psychiatry, University of Wisconsin Medical School, Madison, Wisconsin; Internationally recognized authority on autism. Technical adviser to Dustin Hoffman in Rain Man

“For the first time in a very long time, I feel my son belongs. No explanations, no embarrassment, no hiding. He is welcomed and accepted just as he is, wonderfully and perfectly made. We can relax and enjoy the blessings God has given us, one being Hidden Wings. We are eternally grateful for the time and work the Billingtons have poured into our children and their well being. I look forward to a long and enriching future with them.” – A Hidden Wings Parent