General Information

AP Elementary is a primary school program for children with ASD, aged 6-12, applying Contemporary Behavior Therapy (CBT), based on ABA techniques.

The small teacher/student ratio of 1:2 allows for highly individualized programs within a group setting. Each term, the students will be taken on field trips based on themes for that term. These field trips enable the students to generalize the skills that they have learnt, to settings beyond the classroom. There may be opportunities for integration, where our students are able to join the mainstream students for specific subjects and activities.

We place much emphasis on working closely with our parents. This includes termly meetings to discuss your child’s progress and needs, and a communication journal which provides an opportunity for daily communication between parents and teachers.

Our goal at AP Elementary is to develop each child’s potential to its fullest, and to make the learning journey a meaningful and enjoyable one.

Curriculum

Every student at AP Elementary will have a curriculum and an Individualised Educational Plan (I.E.P) that is designed and devised to suit the student’s needs. There will be on-going assessment of the student’s progress. Program Supervisors and classroom consultants will also regularly visit the classrooms to ensure that all the designed plans are administered in the most effective way. Our curriculum is designed to meet the individual needs of the student with the diagnosis of Autism Spectrum Disorder aged six to twelve years old. A major goal of AP Elementary is to develop good communication and social skills.

We are committed to ensure that all the skills taught in the school are meaningful and functional to the students with the aim of facilitating them to be independent in the community and enjoy a good quality of life.

CLASS I’s Curriculum

The curriculum for Class I covers the core elements: “Learning to learn” skills, play skills, social, language and communication skills, self-help and independence training, which are fundamental areas to develop in children on the spectrum.

Basic functional academic skills in Math, Reading, Writing and Computer skills will be part of their Individual Education Plan. These are further supported by Physical Education, Music and Art & Craft.

CLASS II’s Curriculum

The curriculum for Class II covers the following key subjects: English, Mathematics, Social World, Physical Education, Writing and Computer skills, and Music.

Our School Process

Clinical Assessment

A pre-assessment by our clinical psychologist before enrollment is required. Assessments provide grounds for curriculum assessment, Individual Educational Plan (IEP) and program adjustment. Annual assessment is offered to identify skill deficits and reflect learning progress.

Curriculum Assessment

Based on an individual’s assessment, Program Consultants conduct a curriculum assessment on every student. It covers academic, self-help skills, integration, lesson time skills, community training, writing skills, communication and language, social and play skills to be taught in the upcoming academic year. Further breakdown on individual skills will be included in IEP.

Individual Educational Plan (IEP)

The IEP produced is based on the individual’s curriculum assessment, teacher’s observation, clinical assessment, and communication between Program Consultants. An IEP provides parents and teachers the overview of goals and objectives in a stated period of time. I.E.P goals include a breakdown of academic, play, social, and self-help skills. These goals will also be discussed in the termly school meetings with parents and school teachers.

Parent-Teacher Meeting

The teacher-in-charge will meet up with parents termly to report observations made, update student’s learning progress, and discuss the IEP for the following term.

Classroom Consultations

The AP Elementary will be supervised and consulted by our school supervisor and overseas directors. Weekly meetings are set up between the school supervisor and teachers-in-charge to monitor each student’s progress.

The multitude level approach ensures that effective teaching and evaluation methods are carried out. This will result in the child’s needs, in all aspects, being addressed in a systematic and comprehensive way.