All About Autism

When I think of Ada Lawrence, one word comes to mind: Trailblazer. On September 3, 1946, she shattered barriers as the first Black person, and a woman, to be hired as a full-time teacher by the Erie School District. While many have heard of Ada and the profound difference she made, I consider myself incredibly blessed to have had her as a mentor. 

Ada’s journey began at Strong Vincent High School, and she went on to earn her bachelor’s degree in elementary education from Cheyney State Teachers College, followed by a master’s degree from Gannon University. For 36 tireless years, she poured her heart and soul into teaching, with a remarkable ability to uplift and empower students, especially those with intellectual disabilities. In 1952, Dr. Barber saw her unwavering dedication and invited her to be one of the first teachers in a newly created classroom for children who were previously sent to distant institutions. Ada’s passion and commitment led to her serving on the Board of Directors for the Barber National Institute. 

As a new teacher in the Erie School District, Ada was my guiding light. She helped me understand the immense responsibility and profound reward of working in special education. Her support during challenging times and her celebration of my achievements were invaluable. Ada extended this same love and attention to the many families she served, empowering them with the resources they needed to navigate life’s challenges. Her impact on countless students, both in and out of the classroom, is immeasurable. She taught me that with perseverance, no struggle was too great. She gave me the reassurance I needed to feel confident in myself and work toward a bright future where all students could excel. I cherish the time I had working alongside Ada.  

Ada’s involvement in the Erie community was vast and heartfelt. She was one of the original incorporators of the Bayfront NATO’s Martin Luther King Jr. Memorial Center and served with the Erie Chapter of the NAACP, the Harry T. Burleigh Society, and several other boards and committees. Through her work in education, Ada fought tirelessly for civil rights and social justice, leaving an indelible mark on the community. 

Ada Lawrence passed away in 2014 at the age of 93, but her legacy lives on in the hearts of all who were touched by her remarkable work. I am deeply grateful to have been one of those fortunate enough to experience her wisdom, kindness, and unwavering dedication. 

There has been so much discussion in the news about the Department of Education, what it does and should it be abolished. There are many false statements circulating, so I thought I would devote this week’s blog to the Department.  

What it does:  

Funding and Grants: The Department of Education administers federal funding, such as Title I funds for schools with high numbers of low-income students, and provides grants for special education, research, and teacher training. 

Special Education: The department oversees the implementation of the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities receive a free appropriate public education. This includes providing special education services, supporting early intervention for infants and toddlers, and awarding grants to states and institutions that deliver these services.  Until the passage of the IDEA in the 1970’s, states determined whether they could serve a child with a disability.  Many states chose not to serve these children until it became a law.   

Higher Education Support: The Department of Education administers programs like Pell Grants and the federal student loan program to support college students. Pell Grants are awarded based on family income, while the federal student loan program offers more favorable loan terms than private loans. 

Data Collection and Reporting: The National Center for Education Statistics, a department within the Department of Education, gathers and reports data on K-12 educational institutions to help schools and researchers analyze enrollment, finances, and performance metrics.  I discussed the latest report in last week’s blog.

What it does not do: 

Education is primarily a local and state responsibility rather than a federal one. Most public-school funding comes from state and local governments, with the ED’s budget making up only 21% of total education spending in the country 

The Department of Education does not directly control or manage schools. Its role is more about providing support and resources rather than direct oversight. 

While the Federal Department of Education exerts significant influence through funding, civil rights enforcement, and research, its authority is balanced by the autonomy of state and local education systems. Understanding these dynamics is crucial for appreciating the Department’s impact on special education and the broader educational landscape in the U.S. 

The nation’s report card for 2024 has been published.  There were historic drops in student progress in 2022, which many believed were the result of the pandemic. Therefore, we are very interested to learn what 2024 looks like for United States students. 

Key Concerns: 

• U.S. students have not recovered from the pandemic’s impact on education. National scores are below pre-pandemic levels (2019) in all tested grades and subjects. 

• Higher-performing students drove most of the progress in 2024, widening the gap between higher- and lower-performing students. On a 500-point scale, the lowest-performing students score about 100 points below the highest-performing students. 

Reading in 2024: 

• Reading scores are down nationally in both 4th and 8th grades. No state saw reading gains compared to 2022. 

• In 2013, 32% of 4th graders were Below Basic; in 2024, 40% are Below Basic. 

• A third (33%) of 8th graders are not reading at the NAEP Basic level, meaning they struggle with basic literary elements. 

Math in 2024: 

• 4th-grade math scores are up nationally by 2 points, driven by middle- and higher-performing students. Scores for lower-performing students were flat. In 2013, 17% of 4th graders were Below Basic; in 2024, 24% are Below Basic. 

• 8th-grade math scores are flat nationally, masking gains by higher-performing students and stagnation among lower performers. 

Subgroup Patterns: 

• In 8th grade, Hispanic students saw significant declines compared to 2022, with a 5-point drop in reading and a 3-point drop in math. 

• In 4th-grade math, Black, Hispanic, and White students saw average score gains driven by higher-performing students, while lower performers’ scores remained flat. 

Surpassing Pre-Pandemic Scores: 

• Only Louisiana surpassed its 2019 4th-grade reading score, and only Alabama surpassed its 2019 4th-grade math score. Louisiana’s success may be linked in part to the mandated literacy training for teachers. 

Peggy Carr, commissioner of the National Center for Educational Statistics, states: “We are not seeing the progress needed to regain the ground lost during the pandemic. Signs of recovery are mostly in math and driven by high-performing students, while low-performing students are struggling, especially in reading. This is not just a pandemic story; our nation faces complex challenges in reading.” 

These statistics demand close monitoring as we consider funding for education. What can we do to reverse this trend? 

National School Choice Week (NSCW) is an annual celebration that highlights the diverse K-12 education options available to families. Last week, the Elizabeth Lee Black School at the Barber National Institute celebrated NSCW with an abundance of school spirit and enthusiasm. For us, and many schools across the nation, NSCW embodies the core values that drive our mission and positively impact the lives of our students. 

Key Aspects of NSCW and Our Commitment: 

Empowerment: NSCW empowers families to take control of their children’s education, setting the stage for lifelong success. At the Elizabeth Lee Black School, we offer programs that help students achieve critical milestones academically, socially, and emotionally. By providing tailored educational experiences, we ensure families feel confident in the solid foundation we help build for their children. 

Awareness: NSCW raises awareness about the variety of schooling options and their benefits, ensuring that a child’s education is not confined by their zip code. Our school actively promotes these options, helping families make informed decisions that best suit their children’s needs. 

Community Engagement: NSCW unites students, parents, educators, and communities to celebrate and advocate for educational freedom. At the Elizabeth Lee Black School, we foster strong community ties through events and initiatives that bring everyone together, reinforcing our commitment to educational excellence and inclusivity. 

Innovation: NSCW champions innovative educational models and methods that cater to the unique needs of students. Our school is at the forefront of educational innovation, implementing cutting-edge teaching strategies, personalized learning plans, and technology that create an environment where students thrive. 

By celebrating NSCW, the Elizabeth Lee Black School continues to move the needle forward in empowering families, raising awareness, engaging the community, and fostering innovation. Together, we are making a lasting difference in the lives of our students. It’s no wonder we love our school! 

Martin Roosaare and Kate Flowers, both passionate dancers and married partners, have faced unique challenges in their journey to share their artistic talents. As individuals on the autism spectrum, they understand the difficulties that come with finding a safe and supportive space for creative expression. They know firsthand the struggles many people on the autism spectrum face in social situations, the need for sensory breaks due to overstimulation, and the discomfort with eye contact and bright lights. 

Driven by their experiences and a desire to create a more inclusive environment, Martin and Kate founded Azara Ballet in Sarasota and Bradenton, Florida. This dance studio is a haven for neurodiverse individuals, designed to accommodate the needs of both performers and audience members. At Azara Ballet, performances are thoughtfully crafted with neurodiversity in mind. The music is played at a calming volume, and instructions are delivered in a supportive and encouraging tone, making participants feel motivated rather than hesitant. 

Understanding the sensory needs of their audience, Martin and Kate provide sensory kits that include fidget toys, earplugs, and noise-canceling headphones. These kits help create a comfortable and enjoyable experience for everyone. By addressing these sensory needs, Azara Ballet ensures that dance can be a source of joy and connection for all. 

Martin and Kate’s efforts highlight the critical role dance can play in increasing social connections and reducing anxiety. Their commitment to inclusivity has opened new opportunities for people on the autism spectrum, giving them a place where they can truly be themselves and thrive. Through Azara Ballet, Martin and Kate are not only sharing their love for dance but also fostering a community where everyone is welcome and supported. 

Earlier this week, I had the privilege of speaking to over 600 high school students at Cathedral Preparatory School about the life and legacy of Dr. Barber and her journey towards sainthood. As a school psychologist and administrator, Dr. Barber faced the heart-wrenching task of informing parents that their children with disabilities could not attend school. Witnessing this injustice, she resolved to be the change she wished to see in the world. 

In 1952, Dr. Barber opened the first school for children with disabilities in a room at the YWCA. She envisioned a future where individuals with disabilities would attend school, secure meaningful employment, and be valued members of their communities. Despite limited resources, Dr. Barber’s relentless efforts to build lasting relationships with community leaders, politicians, and a network of supporters helped turn her dreams into reality. 

Today, we have made significant strides in fulfilling Dr. Barber’s vision of a world where people with disabilities and autism can reach their fullest potential. Organizations like Azara Ballet and the Barber National Institute continue to serve the needs of individuals on the spectrum, and we remain committed to creating a more inclusive world. 

Dr. Gertrude A. Barber helped facilitate the first classrooms for children with disabilities in 1952. Married couple Martin Roosaare and Kate Flowers help create a welcoming environment for people with autism through their dance studio Azara Ballet. 

Credit: Wall Street Journal  

The annual Holiday Show is a beloved event that has been celebrated for many years. Every classroom has an opportunity to create one-of-a-kind videos featuring festive holiday music, dancing, and fun or present an onstage production. It brings joy to a packed audience. People of all ages will smile from ear to ear when they have an opportunity to experience the magic of the holiday season.  

We had originally planned on having the Holiday Show on December 14, 2024. However, a snowstorm right after Thanksgiving caused school to be closed for a full week. We decided to reschedule the Holiday Show to today, January 23.  We crossed our fingers that the bitter cold we’ve been experiencing would not force us to cancel the event. Thankfully, the temperatures have climbed enough to allow school to remain open. Knowing that the Holiday Show typically occurs before Christmas, we took a risk by pushing back the event until after the new year.  

The theme of this year’s Holiday Show was “Winter on Gingerbread Lane”. Thanks to recent technology purchases made possible through Emergency Assistance for Non-Public Schools Grants, we have a state-of-the-art sound system along with the Lü Interactive Playground, an innovative educational tool that transforms traditional learning spaces into dynamic, interactive environments in our gym. I was amazed to see the impressive videos that highlighted students decorating Christmas trees, making gingerbread cookies, visiting with Santa and Mrs. Claus, opening presents, and having a jolly good time.  

Over 400 guests came to the Holiday Show, including families, advisory board members, staff from throughout the organization, and close friends and collaborators throughout the community.  

We had a 50/50 Fundraiser at the end of the Holiday Show, and drew the name of our lucky winner, a grandparent of one of our students. It was the perfect way to end a wonderful celebration of the talent and teamwork we saw during the Holiday Show! 

A recent article highlights a paper by Douglas Fuchs, a leading special education professor, arguing that the evidence for including students with disabilities in general education classrooms is flawed. Fuchs and his colleagues reviewed over 50 years of research and found that the academic benefits of inclusion are not as clear-cut as previously thought. They suggest that many students with disabilities might benefit more from intensive, specialized instruction in separate settings. 

Fuchs emphasizes that while some students thrive in inclusive settings, the majority may need more targeted support to succeed academically. This perspective challenges the belief that inclusive education is universally beneficial and calls for a reevaluation of how best to educate students with disabilities. 

So, is special education inclusion flawed? It depends on who you ask.  

According to the National Center for Education Statistics, the number of students ages 3-21 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) in 2022-23 was 7.5 million. We know that the needs of students who require special education vary widely and that no students are the same. While inclusive education has the potential to benefit both students from both the special education population as well as the typical population, there are instances where specialized instruction is warranted for those children needing instruction that addresses their unique challenges and provides the therapies most appropriate to their diagnosis.  

The Elizabeth Lee Black School at the Barber National Institute offers a range of educational program choices designed to help all children achieve their greatest potential.  Our school is specially designed to provide a highly structured classroom environment which allows children with significant disabilities to develop to their fullest. Each day the children participate in educational activities presented within a very predictable routine to confidently practice new skills. Each student’s IEP directs their learning experiences, which integrate a variety of activities throughout the school day, to address their academic, behavioral and therapeutic needs. We pride ourselves on providing innovative services that engage students, help them build confidence, develop future-ready skills, and create avenues for long-term success.  

Fuchs’ research helps us take into consideration that while inclusive education can certainly be beneficial, it might not be the right option for every student.  

Being successful comes down to several factors, including people, resources, and a clear goal of doing the very best for the good of those served. 

At the Elizabeth Lee Black School, we have never been content to stand still. We hold a steadfast belief: if a child cannot learn the way we teach, we must teach the way a child learns.   

It is our exceptional staff, enduring partnerships, innovative services, and state-of-the-art technology that drive this mission forward. Together, we are changing lives, one child at a time. 

Inspired by the legacy of Dr. Gertrude A. Barber, we continuously reinvent ourselves to meet the evolving needs of our students and their families. 

We are agents of change, and our mission of making dreams come true is unwavering. 

Join me in revisiting the impact we’ve had in 2024 and looking forward to continued growth in 2025. 

Key Ingredient #1: Our Exceptional Staff 

Our success is driven by our dedicated staff, who bring a wealth of knowledge, skills, and diverse perspectives to help our students reach their full potential.  

In addition to offering a comprehensive Approved Private School that serves the needs of 26 school districts in our region, the Barber National Institute offers offsite classrooms at two school districts as well as a Happy Hearts Child Care program and Pre-K Counts programs in both Erie and Corry. I’m convinced we have the highest-caliber staff in the country! The success of our students goes to show the incredible work our staff do every single day. 

Key Ingredient #2: Strong Collaborations 

By leveraging longstanding collaborations, we amplify our impact, accelerate progress, and work tirelessly to make dreams come true for every student. 

In 2024, we collaborated with many groups, including:  

• 26 School Districts 

• Edith L. Trees Charitable Trust  

• Erie Arts & Culture 

• Erie Insurance 

• LECOM School of Dentistry 

• PNC Grow Up Great   

• Tri-County Intermediate Unit 5 

• Donors   

• Countless Volunteers 

And the list goes on 

Key Ingredient #3: An Innovative Strategy  

Our cutting-edge services transform student lives, fostering growth and development beyond the classroom. We break down barriers to engage students, enhancing their readiness for life’s challenges and paving the way for their long-term success. 

In 2024, students benefitted from the following services: 

• Adaptive playground equipment 

• Dog therapy program 

• Outdoor classrooms 

• Fitness room 

• Physical, occupational, & speech therapy 

• Newly renovated library & sensory room 

• Adaptive art, physical education, & music classes  

• Integrated technology in every classroom 

• Transition planning 

Key Ingredient #4: Embracing Technology  

As technology evolves, we adapt by incorporating state-of-the-art tools, which provide students with real-world experiences.  

These tools help improve communication, enhance students’ learning, drive discovery and wonder, and help develop future-ready skills.   

Tech Quick Facts:  

• 112 iPads are used in classrooms throughout the school.  

• The Lü Interactive Playground is used within 100% of physical education classes to make lessons fun and engaging. 

• Students have access to 3 ActiveFloor units and 8 VR headsets for immersive learning.  

• Top Skills Gained Through Technology: Cognitive growth, emotional regulation, gross motor skills, independence, self-motivation. 

 What’s next? 

Staff will continue to empower our students and families.  

Collaborations will grow even stronger.  

Innovative services will enhance engagement.  

Technology will help connect more students to the world around them.  

Together, we’ll continue to change lives one child at a time.  

The possibilities are endless in 2025.   

The Autism CARES Act of 2024 passed mid-December and is yet one more step in improving the lives of children and adults with autism spectrum disorder, or ASD.   

I am especially pleased because it emphasizes support across the life span from early intervention services for young children to programs addressing the needs of adults.  Yes, we need to expand our efforts to identify children at an earlier age so that they can begin receiving services. But we are all too familiar with the challenges faced by persons with autism when they exit the educational system at 22 years. This act provides more resources for job training, independent living, and community integration.  The Act also provides funding for healthcare providers, educators, and service workers to receive training to better meet the needs of persons with ASD.  There is also an emphasis on families having increased access to resources that will better enable them to care for their child with ASD.  On a national level, there will be additional funding for research for universities and institutions to study Autism and continue to identify the best practices for the most effective intervention. 

A Closer Look at the Autism CARES Act of 2024:  

Increased funding: The act allocates over $1.95 billion to support autism research, services, and training.  

Comprehensive support: the act provides support across the lifespan, from early intervention services for young children to programs addressing the needs of adults with ASD. The act addresses gaps in services that may currently exist, helping young children with ASD receive timely diagnoses and appropriate therapies while providing more resources for job training, independent living programs, and community integration for adults with ASD.  

Research and training: The act allocates funding for research to enhance our understanding of autism and to improve interventions and treatments across an individual’s lifespan. Additionally, it emphasizes the importance of training for local healthcare providers, educators, and service workers. 

I am hopeful that we can advocate to assure that funding comes to the local level to accomplish all purposes noted above. 

As we approach the end of 2024, I want to take this opportunity to recognize our many supporters who are dedicated to fostering positive change within our community.

The Strengthening Foundations home renovation campaign aims to enhance the safety, accessibility, and comfort of the Barber National Institute’s 93 community group homes. The funds raised will be used to remodel kitchens, replace carpeting, update roofs, renovate bathrooms, and add ramps. These essential updates will ensure the best functionality and accessibility for those we serve.

Over the years, the Barber National Institute has garnered countless supporters. In addition to raising critical funds for life-changing programs for our adults and children, our annual fundraisers also serve as invaluable friend-raising events.

The last two months of the year featured two highly successful events, thanks to overwhelming community support.

The 2024 Annual Ladies Only Luncheon was held at the Kahkwa Club on Saturday, November 23. We welcomed 375 women who enjoyed a delicious meal prepared by Chef Chris Cassel and his culinary team, and heard inspiring stories of how the Barber National Institute is making dreams come true for many children and their families. The event also featured a much-anticipated raffle with over 40 gorgeous gift baskets, premier gifts from the Cork 1794 and the Kahkwa Club, and a Brahmin Finley carryall satchel, makeup bag, and designer scarf, all generously donated by our supporters.

We celebrated the 60th Anniversary, A Diamond Christmas Ball, on Saturday, December 14 at the Bayfront Convention Center. Thanks to the efforts of our chair couple, Patrick Barber and his wife Courtney, a record crowd of over 1,200 attended this sold-out event. The funds raised will support our Strengthening Foundations Home Renovation campaign.

Additionally, many friends donated Christmas gifts and food baskets for families in need throughout Erie County.

Thank you to everyone who supports our mission of “making dreams come true!”

Merry Christmas!