PROGRAM OVERVIEW.

The Illinois Center for Autism’s (ICA) Special Day School Program is Illinois State Board of Education approved and offers year round educational programming to students between the ages of 3 and 21 diagnosed with autism, cognitive disabilities, specific learning disabilities, speech-language impairments, emotional disabilities, other health impairments and developmental delays.

Each student placed at ICA has an Individualized Education Plan (IEP) developed to meet his/her specific learning needs.  The IEP contains goals that focus on educational acquisition as well as developing independence, social skills, meaningful communication skills and appropriate behavior.  The IEP is implemented by Illinois certified special education teachers with the support of teaching assistants, who are Illinois certified regular education teachers, and teaching aides, who are Illinois certified paraprofessionals.  Speech and language services are provided by Illinois licensed speech/language pathologists.

In addition to services provided at the main campus, ICA has also developed relationships with local educational districts to provide services to students in the public school setting through the creation of satellite classrooms.  ICA currently has satellite programs in Granite City, Illinois.

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CONTACT INFORMATION.

Sandra Rodenberg
Educational Services Director/Principal
(618) 398-7500 Ext. 303
Kate Wondolowski
Assistant Educational Services Director/ Assistant Principal
(618) 398-7500 Ext. 237

MAIN CAMPUS PROGRAM.

The Illinois Center for Autism’s Special School Program is comprised of two campuses. Our Fairview Heights program supports our adolescent students in 9 classrooms. Our Belleville Campus supports our elementary students in 6 classrooms. Students at both locations receive academic and speech services as defined in the Individualized Education Plan (IEP).

Carol A. Madison Adolescent Campus

548 S. Ruby Lane, Fairview Heights, IL 62208

Belleville Elementary Campus

1306 Wabash Ave, Belleville, IL 62220

JUNIOR HIGH & GRADE SCHOOL.

The Illinois Center for Autism’s Junior High School Satellite Programs are located at the Coolidge Middle School and the Grigsby Middle School, Granite City, Il. These programs are self-contained programs housed within the public school, but also allows students to have daily access to non disabled peers and inclusion as a group in various regular education classes such as music, art and physical education. Educational needs are determined by the Individualized Education Plan, with strong focus on allowing students transition into public school classrooms as their interest and ability allow.

Coolidge Junior High School

3231 Nameoki Road, Granite City, IL 62040


School: (618) 451-5826

ICA Teacher: Maria Nobbe

ICA Classroom: (618) 973-8995

Grigsby Intermediate School

3801 Cargill Road, Granite City, IL 62040


Phone: (618) 931-5544

ICA Teacher: Terry Hozian

ICA Classroom: (618) 973-5727

Maryville Elementary School

4651 Maryville Road, Granite City, IL  62040


Phone: (618) 931-2044

ICA Teacher: Robin Lugge

ICA Classroom: (618) 973-8593

HIGH SCHOOL.

The Illinois Center for Autism’s High School Satellite Program is located at Granite City High School in Granite City, IL.  This program is a self contained program housed within the public school, but also allows students to have daily access with non disabled peers.  Educational needs are determined by the Individualized Education Plan, with strong focus on allowing students transition into public school classrooms as their interest and ability allow.

Granite City High School

3101 Madison Avenue, Granite City, IL, 62040


Phone: (618) 451-5808

ICA Teacher: Lisa Pretto

ICA Classroom: (618) 973-8597

TRANSITION PROGRAM.

Program Mission

Provide students with Autism Spectrum Disorder (ASD) with vocational readiness skills training.

About the Program

The Illinois Center for Autism provides Transitional Services for students during the school year in which students reach the age of 14 ½ years old.  Illinois students in a special education program are entitled to these services up to the day before their 22nd birthday according to Illinois statute. For students, the purpose of the Transitional Services strives to facilitate and address these students’ movement or transition from a school environment to the post-school activities he/she desires.  The ultimate goal of the program is to help each individual become more independent and self-sufficient.  The program also strives to provide each student with the opportunity to improve community-living, social, and communication skills crucial to achieving success with this life transitioning.

The transition from school to adulthood is an important milestone for young people with disabilities, particularly those with Autism Spectrum Disorders.

Getting Started

During the school year in which students reach the age of 14 and 1/2 years old, they become eligible for Transitional Services, Illinois students in a special education program are entitled to these services until the day before their 22nd birthday according to Illinois statute.

An interdisciplinary team (IDT) meeting is held annually to create an Individualized Education Plan (IEP) for every qualified student. The IEP meeting consists of the educational provider, the student, their family, school representatives, and any relevant service provider.

The IEP must state how the educational agency will provide instruction, related services, community experiences, the development of employment, and, if necessary, functional vocational evaluation services to the student.  A vital part of the student’s IEP is the Transition Plan which is a formal guide to provide adequate services. The Transition Plan outlines desires, interests and preferences communicated by the student and family.

Vocational Readiness

In a group setting, students work on developing fundamental life and work skills such as work appropriate work behaviors, social skills, increased productivity, independent living skills, and/or specific job skills.

Teacher Directed

Classroom teachers are essentially the first step in the transition process, offering academic and community-oriented activities and tasks that help students as young as 14 years of age, start preparing for adult life.  This is the initial opportunity for any form of formal transition activities.

Career Exploration Activities

On a one-on-one basis, students perform simulated work tasks with a vocational aide. The focus of Career Exploration is on developing fundamental work skills such as work behaviors, increased productivity and/or specific job skills.

Part-time Work Experience

Students in our main building may be hired as kitchen and/or office workers.  Students may also have an opportunity to work at two local businesses, Pasta Fare and Petals Remembered, which are enterprises of ICA. Students working at these businesses are employed as restaurant workers or floral material handlers.  All part-time student workers are exposed to workplace experiences that allow students to learn about employment settings and vocational opportunities and also allow them to develop work and social skills.

Job Aide Coaching

A vocational aide provides on-site job skills training to students. Typically, the aide will help a student learn to perform his/her job accurately, efficiently and safely.   In many cases, the aide may also help the employee acclimate to his/her work environment. Vocational aides also assist transition students, who are not employed by ICA, with simulated work tasks that give these students an opportunity to develop work and social skills.

Advocacy Support

Under the guidance of the Transition Staff, students learn how to identify their current interests and needs with respect to career and employment goals, independent community living, medical and legal services, and leisure and recreation activities. Once students are able to understand their needs and request the accommodations needed to enable them to function effectively, they are considered self-advocates.

Contact Information

Mia Stroter – Vocational Services Director

info@illinoiscenterforautism.org

(618) 398-7500, Ext. 311

Tim Dever – Transitional Services Specialist

info@illinoiscenterforautism.org

(618) 398-7500, Ext. 206

ADDITIONAL INFORMATION.

Information for Parents

The Illinois Center for Autism has an open door policy and welcomes visitors at any time.  However, to ensure staff availability for the most comprehensive tour, we ask that parents call and schedule a visit by contacting our School-Family Liaison, Christina Haren, at 618-398-7500, ext. 304.  While parents are welcome to visit, placement at the Illinois Center for Autism must be determined at a meeting with the Individualized Education Plan team.

Information for School Districts

Please be aware that this protocol will be followed when considering placement in our program.

  • District contacts Illinois Center for Autism by filling out our “Request for Placement” packet.  A release signed by the parent/guardian must accompany this packet so ICA may review records and schedule any observations deemed necessary.
  • The Illinois Center for Autism will schedule any on site observations (if needed) and schedule a visit to ICA for both the student and parent/guardian so ICA may conduct any evaluations they feel necessary to determine placement needs. (Please note: ICA will determine whether a student will be placed in the main building program or a satellite program based upon results of records review and any observations and evaluations.)
  • If the IEP team feels the Illinois Center for Autism is the appropriate placement, ICA will contact the district so an intake meeting can be scheduled.  Every effort will be made to start students as quickly as possible, but the start date will be no later than 10 days after the intake meeting.

Please be aware that this protocol will be followed when considering placement in our program.

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