All About Autism

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!

Happy Hearts Child Care began in the 1980s as a neighborhood nursery, aimed at providing quality childcare for our staff to encourage their return to work. This initiative was ahead of its time, predating the concepts of workplace childcare. 

Fast forward 40 years, and Happy Hearts continues to deliver the highest quality childcare for both staff and community children.  We also have a Keystone STAR 4 designation.    

What is Keystone STARS? 

The Pennsylvania Office of Child Development and Early Learning (OCDEL) oversees the Keystone STARS program. STARS stands for Standards, Training/Professional Development, Assistance, Resources, and Supports. A STAR 4 program represents the highest quality of excellence. It meets standards in 4 areas: staff education, learning environment, leadership/management and family and community partnerships. The STARS program is a whole child approach to education and is essential to meeting the holistic and individual needs of each and every child and family. 

So, why should parents choose Happy Hearts for their children?  

From a parent/guardian standpoint, choosing the Happy Hearts Star 4 program at the Barber National Institute ensures that children between the ages of 3 and 5 achieve success when they enter kindergarten. Our Keystone STAR 4 facility ensures our program and staff sustain our STAR 4 during yearly renewals and designations. Staff utilize a curriculum approved by the Office of Child Development and Early Learning (OCDEL) and developmental assessments throughout the year. In addition to supporting a child’s ongoing learning and development, program staff support every family’s well-being. We collaborate with families if there is a concern regarding a child’s growth and development by taking an active listening role, respecting family’s feelings and providing resources and referrals when necessary. We support the success of every child while maintaining a high-quality learning environment with the highly qualified and trained staff.   

Visit https://www.barberinstitute.org/children/early-childhood/happy-hearts-inclusive-preschool for more information. You can also contact Stephanie Robertson, Director of Happy Hearts Child Care, at 814-878-4080.  

From left, Chelsea Spiegel, assistant group supervisor; Stephanie Robertson, director of Happy Hearts Child Care; Alyse Wienecke, group supervisor.  

Birthdays are more than just a celebration of the day we were born; they hold significant importance in our lives for various reasons. They serve as milestones, opportunities for reflection, and moments of joy and connection with loved ones. 

We are celebrating Ryan’s 31^st birthday this week, and it’s a good reminder of his growth, achievements, and the experiences we’ve accumulated over the past year. Each year gives me a chance to appreciate Ryan’s journey and help him celebrate how far he’s come while setting new goals for the year ahead. 

I still remember it like it was yesterday… We were living in North East and, of course, we were amid a snowstorm (very similar to the weather we’re experiencing this year!)  

I recall turning up the heat to make sure that his bedroom was warm.  My brother, Joe, who lived next door came by and said that the house felt like a steam room. I turned the heat down, needless to say! 

Jeanne and Dianne came out to assist with his first bath. Dianne, the oldest in her family of 12, had lots of experience with bathing babies.  So, I asked her to help – everything was so new to me! We even did a video of “Ryan’s first bath” which I still have today. 

In the blink of an eye, the next 30 years have passed. There have been peaks and valleys in this journey, but I am truly proud of Ryan’s many successes. He has had a GREAT 2024! 

Between working at Bello’s and BNI, exercising at Planet Fitness, swimming at the Y, skiing at the Peek  in the winters and golfing at Kahkwa in the summers, I am trying, usually unsuccessfully, to keep up with him! 

Ryan’s most favorite “preferred” activity is reading to our Happy Hearts preschool children.  He will tell you that he is a teacher because he” reads to the kids” and “cleans their classrooms.”  Those are his 2 jobs and with Bello’s he has 3.  He firmly believes that he does not need more! He will also tell you “Mom and I are not retiring. We are planning on working at the Barber Center until we are 90 and then we will work at the Center in heaven, and he will read to the kids there.” 

As I look back over the years, I know that I have so much to be grateful for: family, friends, outstanding staff, and the Erie community that welcomes children and adults with disabilities.  

I’m so glad that I have the pleasure, on a daily basis, of seeing Ryan achieve his dreams, just as Dr. Barber would have wanted.  

Happy Birthday Ryan! 

I wanted to share a few thoughts as we approach Thanksgiving as to how gratitude and respect can and should be shared all year long in the classroom. 

Gratitude and respect are fundamental values that foster a positive and productive learning environment. These values can be experienced from an early age in the classroom. By cultivating gratitude and respect in the classroom, educators can create a supportive atmosphere that encourages collaboration, empathy, and personal growth. 

To effectively integrate gratitude and respect into classroom activities, we can implement some of the following strategies: 

Create a Gratitude List: Invite students to make a list of people they are grateful for. This activity encourages them to reflect on their relationships and recognize the positive influences in their lives. It can be done as a class discussion or as an individual assignment, allowing students to share their thoughts and insights. 

Reflect on Impact: Encourage students to reflect on how these individuals have made a difference in their lives. This reflection can take the form of a written assignment or a group discussion. This process deepens their understanding of gratitude and its significance. 

Record a Heartfelt Video: Have students create a video expressing their gratitude to the individuals they have identified. This activity not only allows them to articulate their feelings but also helps develop their communication skills. The video can be simple, focusing on genuine expressions of thanks and the impact the person has had on their lives. 

Share the Video: Finally, encourage students to share their videos with the individuals they are honoring. This act of sharing spreads joy and reinforces the importance of gratitude. It also strengthens the bonds between students and their support networks, fostering a culture of appreciation and respect. 

Can you think of other activities?  

Incorporating gratitude and respect into the classroom is essential for creating a nurturing and effective learning environment. By engaging students in activities that promote these values, educators can help them develop important social and emotional skills.  

Through these practices, students learn to appreciate the contributions of others and recognize the value of kindness. Setting the foundation for a more compassionate and respectful society starts in the classroom!