Students with Non-Traditional Social Communications
The number of individuals with social skill challenges who make great
contributions to our work communities is increasingly being
recognized.
Neeleman, Terry Bradshaw, Charles Schwab, James Durbin,Temple
Grandin, and John Elder Robinson.
with others who may think quite differently than them.
requires practice.
skills who don't bully or tease either physically, verbally, or non-
verbally.
Students with Traditional Social Communications
Students with traditional social skills will be working with an
increasing number of bright individuals with social communication
differences.
own standing, as well the progress of the company where they work.
Students Who Are Bullied
Your child is integrated into one of our diversity courses where
s/he will experience acceptance and communication.
Students Who Bully
These students receive instruction in our The Roots of Bullying
Program and participate in our senior social communication diversity
course if they express interest, are eligible, and they meet the
application requirements.
The number of individuals with social skill challenges who make great
contributions to our work communities is increasingly being
recognized.
Neeleman, Terry Bradshaw, Charles Schwab, James Durbin,Temple
Grandin, and John Elder Robinson.
with others who may think quite differently than them.
requires practice.
skills who don't bully or tease either physically, verbally, or non-
verbally.
Students with Traditional Social Communications
Students with traditional social skills will be working with an
increasing number of bright individuals with social communication
differences.
own standing, as well the progress of the company where they work.
Students Who Are Bullied
Your child is integrated into one of our diversity courses where
s/he will experience acceptance and communication.
Students Who Bully
These students receive instruction in our The Roots of Bullying
Program and participate in our senior social communication diversity
course if they express interest, are eligible, and they meet the
application requirements.
| Talent Should Not Be Blocked By Social Skill Bias |
| Why This Matters... An ounce of practice is worth more than tons of preaching ~ Mohandas Gandhi |
| Learning About Others Moves Everyone Forward |
 |  |  |  |  |
 |  |  |  |  |
WHY
| Not Everyone is a Bully |
| | | | |
| | | | |
Coming together
is progress...
is progress...
Working together
is success
~ Henry Ford
| INCLUSION TEAMING STUDENTS ARE YOUNG MEN AND WOMEN Who Believe the Following: |
Aspergers,Aspergers Social Skills Training,Life After High School,Self-Advocacy,Disabilities and
Self-Advocacy,Talents of Disabled Students,Talent and Work,Transition to College,Transition to Work,Transition
Planning,Career Skills,Job Employment for My special Needs Child,Job Employment after High School,IEP and
Transition,ADD,ADHD,LD,Learning Disability,Aspergers and social skills,ADHD and social skills,Learning
disabilities and social skills,Aspergers after high school,ADHD after high school,Learning Disabilities after high
school,Aspergers and Career,ADHD and career,LD and career,Typical Peers,IEP ,Individual Education Plan,Special
Education ,Special Needs,Social Skills Goals and Objectives,Future Employment,College and disabilities,College
and accommodations,College and other supports
Self-Advocacy,Talents of Disabled Students,Talent and Work,Transition to College,Transition to Work,Transition
Planning,Career Skills,Job Employment for My special Needs Child,Job Employment after High School,IEP and
Transition,ADD,ADHD,LD,Learning Disability,Aspergers and social skills,ADHD and social skills,Learning
disabilities and social skills,Aspergers after high school,ADHD after high school,Learning Disabilities after high
school,Aspergers and Career,ADHD and career,LD and career,Typical Peers,IEP ,Individual Education Plan,Special
Education ,Special Needs,Social Skills Goals and Objectives,Future Employment,College and disabilities,College
and accommodations,College and other supports