Student Training Program
At Challenor our goal is to provide a rich and engaging opportunity for all our students through partnering with our parents and community.
At present we cater to 39 students between the ages of 5 and 19. These students have moderate to severe or, severe to profound disabilities. These disabilities include but are not limited to:
- Learning Disabilities
- Maple Syrup Urine
- Angelman’s Syndrome
- Agenesis of Corpus
- Attention Deficit
- Spina Bifida
- Downs Syndrome
- Cerebral Palsy
Within these diagnoses we also have students who utilize wheelchairs, have visual or hearing impairments, etc. and we currently cater to two students who are fed via tube.
We have a strong focus on activities of daily living which covers areas such as toileting, mobility and self-feeding skills.
We provide classes based on cognitive/academic ability, management needs and physical development. We use a variety of curriculum activities, including technology, which increases and maximizes learning opportunities for all our students.
- The class sizes currently are small averaging 6 students per class.
- The Rehab Department is comprised of two groups totaling 23 students.
The TEACCH Program (Treatment and Education of Autistic and Related Communication Handicapped Children) – This program helps children with autism to live or work effectively at home, school and in the community. Individual programs are delivered in a structured environment, beginning with pre-academics and including visual schedules, sensory integration, assistive technology and related services.
Multiple Exceptionalities (Kindergarten) specially designed activities to enhance the development of primary skills in all domains– intellectual, social/emotional as well as, gross and fine motor. An Individual Education Plan (IEP) is developed based on the needs of each student, to serve as a pathway to instruction.
Progressive Program (Academics and Social Skills) – Instruction delivered in small groups and individual settings using a variety of teaching strategies that address varied learning styles: An Individual Education Plan (IEP) is developed based on the needs of each student to serve as a pathway to instruction Mathematics; Language Arts; Science; Art Therapy; Music, Steam and Related services.
Rehabilitation Therapy/ Multi-Sensory (2 groups) – Physiotherapy is an essential service for those persons with physical disabilities. Students receive Sensory Stimulation, Occupational and related therapies. As above, an Individual Education Plan (IEP) is developed based on the needs of each student to serve as a pathway to instruction.
Adapted Physical Education– Students with disabilities are given the opportunity to experience sports to meet their individual needs and to achieve their maximum potential through modified games and activities. Adaptations are made to suit the child’s ability not their diagnosis.
The Physical Education Program of the CCATC is designed to meet specific goals based on its current population and the potential future population based on the historical intake and the identified goals and objectives of the Centre.
The program is also approached on the makeup of the current population which can be identified in three sectors.
Junior school- students in wheelchairs (group 1)
Junior school- active (group 2)
Seniors- Adult Training Facility (group3)
The activities identified will target the abilities and needs of students in each group. Students participate in a variety of activities which are individualized and focus on the identified deficit skill area. Modifications of activities are made to meet the needs of each participant. Skills and concepts are taught through various adapted activities and games to promote motor development and fitness.
The following sports and activities may be included as components of a specific student’s program.
10 PIN BOWLING • FRISBEE • TABLE TENNIS • AEROBICS • GOLF • TARGET THROWING • BALLOON VOLLEYBALL • KICKBALL
TENNIS • BASKETBALL • MODIFIED GAMES • TRACK AND FIELD • BIKING • MUSIC AND MOVEMENT • TRAMPOLINE • BOCCE
OBSTACLE COURSE • VOLLEYBALL • CIRCLE GAMES • PHYSICAL FITNESS • WALKING/HIKING • CRICKET • POOL/SWIMMING
WEIGHT TRAINING •DODGEBALL • PROJECT ADVENTURE • YOGA • EXERCISES RELAYS • FLAG FOOTBALL • RHYTHM & DANCE • FOOTBALL • ROPE SKIPPING
Transition to Adult Training Facility
Transition Program– Instruction is delivered in small groups with individual needs being met, using a variety of teaching strategies. The curriculum used is Life Skills– requiring the ability to dress and groom properly, use appropriate table manners, preparing simple meals, make decisions about money, and use of public transportation. The three major areas addressed are daily living, personal/social, and occupational skills.
Students must have the physical and mental ability to transition into the Adult Training Facility and function/work independently. Students should be able to follow the TVET program, even if they are not capable of being certified. Students will be oriented to the program in a gradual process.
The students will follow four orientating modules –
- Module 1- Two or three Mornings per week (in the area of choice)
- Module 2– Each Morning
- Module3– All day
- Module 4 – Acceptance to ATF if applicable
The school utilizes and modifies a variety of curricula to meet the needs of our students:
- The Ministry of Education’s Early Childhood Curriculum is used in collaboration with the following. All classes except Rehabilitation Therapy.
- TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) Preschool Curriculum Guide.
- PreK-12 Life Skills Curriculum Guide (All classes)
- Casey Life Skills Guidebooks (Life Skills)
- Attainment Company Curricula (Life Skills)