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About Us
Students in the Model Asperger Program at Ivymount School have average to
gifted cognitive abilities but struggle in mainstream learning environments due to
difficulties with social skills, executive functioning, flexible thinking and self-
regulation. The program serves students from Maryland, the District of Columbia,
and Northern Virginia.
Goal
To develop an educational model that meets the needs of our students and that
can be shared broadly with other schools. Students will graduate with
Program
Existing research and best practices are the foundation of a program that we
continually monitor and improve. We strive to provide the environment, tools and
support students need to learn and grow academically, socially and emotionally.
A dynamic, rigorous and experiential curriculum integrates social learning into all
aspects of the school experience, from math to PE, art to science. Recess and
lunch are fully staffed and supported so that full advantage is taken of every
opportunity for social engagement. Small classes, low student-teacher ratios, and
integrated related services provide structured and supported opportunities to
acquire and practice emotional regulation and social skills.
The program currently serves grades 2-8 with plans to expand to high school.
Guiding Principles
Faculty and Staff
A multi-disciplinary team of dedicated and creative teachers, assistants, speech-
language pathologists, occupational therapists, mental health providers and
behavioral specialists work—together, with students, and with parents—to give
each student the structure, individualized education, group experiences, and
skills to reach his or her full potential.
Results
On the whole, students demonstrate significant progress in all domains: they
make dramatic academic gains, improve their ability to be contributing members
of groups, develop friendships with classmates, and have fewer difficult
moments.
History
Ivymount School, with its track record of successfully serving diverse special
education needs, was asked by area parents and professionals to start a model
program for children with serious challenges in social cognition whose needs
were not being met by existing educational offerings in the Washington, DC
metro area.
Students in the Model Asperger Program at Ivymount School have average to
gifted cognitive abilities but struggle in mainstream learning environments due to
difficulties with social skills, executive functioning, flexible thinking and self-
regulation. The program serves students from Maryland, the District of Columbia,
and Northern Virginia.
Goal
To develop an educational model that meets the needs of our students and that
can be shared broadly with other schools. Students will graduate with
- Social skills for navigating all the environments in which they live, work and
play. - Academic achievement commensurate with their impressive cognitive
strength that will provide the widest range of options in college and career
choices. - Problem solving strategies that enable them to respond flexibly and
successfully to challenging situations.
Program
Existing research and best practices are the foundation of a program that we
continually monitor and improve. We strive to provide the environment, tools and
support students need to learn and grow academically, socially and emotionally.
A dynamic, rigorous and experiential curriculum integrates social learning into all
aspects of the school experience, from math to PE, art to science. Recess and
lunch are fully staffed and supported so that full advantage is taken of every
opportunity for social engagement. Small classes, low student-teacher ratios, and
integrated related services provide structured and supported opportunities to
acquire and practice emotional regulation and social skills.
The program currently serves grades 2-8 with plans to expand to high school.
Guiding Principles
- Use current clinical research to develop educational and therapeutic
approaches - Promote academic excellence, social growth, and emotional development
- Create multidisciplinary teams to ensure meeting the needs of the “whole
child” - Continually monitor, evaluate and improve classroom practices
- Share findings from the program with the broader community of practitioners
who serve similar students and families who support them.
Faculty and Staff
A multi-disciplinary team of dedicated and creative teachers, assistants, speech-
language pathologists, occupational therapists, mental health providers and
behavioral specialists work—together, with students, and with parents—to give
each student the structure, individualized education, group experiences, and
skills to reach his or her full potential.
Results
On the whole, students demonstrate significant progress in all domains: they
make dramatic academic gains, improve their ability to be contributing members
of groups, develop friendships with classmates, and have fewer difficult
moments.
History
Ivymount School, with its track record of successfully serving diverse special
education needs, was asked by area parents and professionals to start a model
program for children with serious challenges in social cognition whose needs
were not being met by existing educational offerings in the Washington, DC
metro area.
- 2006: Program begins as two self-contained classes serving grades 3-6
- 2007: Existing classes expand to serve grades 2-7
- 2008: Program expands to grade 8, serves additional students, and
changes to a middle school structure for grades 5-8 - 2009: Program plans to expand to high school, beginning with grade 9
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Professional Advisory
Board
Peter F. Gerhardt, Ed.D.
President
Organization for Autism
Research
Lauren Kenworthy, Ph.D.
Pediatric Neuropsychology
Program
Director, Center for Autism
Spectrum Disorders
Children's National Medical
Center
Kathleen Koenig, M.S.
Associate Research Scientist
Yale Child Study Center
Brenda Smith Myles, Ph.D.
Associate Professor
University of Kansas
Kenneth Towbin, M.D.
Professor of Psychiatry and
Behavioral Sciences and
Pediatrics
The George Washington
University School of Medicine
Monica Adler Werner
Director
Take2 Summer Camp
Board
Peter F. Gerhardt, Ed.D.
President
Organization for Autism
Research
Lauren Kenworthy, Ph.D.
Pediatric Neuropsychology
Program
Director, Center for Autism
Spectrum Disorders
Children's National Medical
Center
Kathleen Koenig, M.S.
Associate Research Scientist
Yale Child Study Center
Brenda Smith Myles, Ph.D.
Associate Professor
University of Kansas
Kenneth Towbin, M.D.
Professor of Psychiatry and
Behavioral Sciences and
Pediatrics
The George Washington
University School of Medicine
Monica Adler Werner
Director
Take2 Summer Camp
Page last updated: June 19, 2008
| 11614 Seven Locks Road Rockville, MD 20854 301.469.0223 |