Functional Academic Learning

FUNCTIONAL ACADEMIC LEARNING

The Functional Academic Learning Program serves students ages 5-21 with mild-moderate autism, cognitive, physical, behavioral, and/or health impairments, in integrated school settings. Key components of the Functional Academic Learning Program include:

Program emphasis is on the development of critical academic and life skills through a collaborative team based approach. The Functional Academic Learning Program addresses the need for each child and young adult to develop the academic and functional life skills necessary for adult life and to experience social interactions and relationships with peers in educational and community environments.

Daily instruction focuses on communication, socialization, daily living skills, leisure skills, motor development, community based instruction, health management, vocational training/instruction, behavior management, and assistive technology, which is aligned with the MO GLE’s and district curriculum standards.

Definition of Functional Academics

Functional Academics are a set of specific skills designed to assist students socially, academically, and behaviorally.  These skills cover a wide variety of processes and are individualized for each student.  The definition and services provided under Functional Academics are lengthy and fluid, and continues to change as students grow and develop.  It is our mission to stay abreast of the latest developments in functional academics, in conjunction with traditional academics. 

Goals of the Functional Academic Program

The goal of the Functional Academic Learning Program is to prepare our students to become participating members of their communities. Through individualized instruction, our students work toward individual goals that will enable them to maximize their potentials.

Identification of Students needing Functional Academic Services

Students served under the Functional Academic Program fall under a wide variety of disabilities as defined by DESE.  Each of these disabilities carries its own diagnosis criterion.  For more information about these disabilities and how they are identified, contact our Process Coordinator.

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