Past projects 2
Thriving Together: Boost Mental Health for Special Education HS Students
Funded Oct 13, 2024P17X@Adelai Stevenson Campus
January 14, 2025
Dear Generous Donors
On behalf of the students, staff, and families we serve, we would like to express our deepest gratitude for your generous contribution of educational materials to support mental health and learning for high school students with autism. Your support has made a profound difference in the lives of these students, and we are thrilled to share how your donation is being utilized.
Many of our students with autism experience significant challenges in communication, particularly those with limited language skills. Through the donation of headphones, we have observed a remarkable change in the way these students engage with their learning environment. For some, the headphones provide a crucial escape from sensory overload, allowing them to focus on tasks without distractions from the noise around them. For others, the headphones help create a sense of calm and safety, allowing them to communicate more effectively through apps and technologies. We have witnessed students who previously struggled to express their needs in a typical classroom setting now able to request their headphones in a variety of ways, whether through pointing, using an iPad app, or even simple verbal cues. This small but powerful tool has become a bridge to greater emotional regulation and engagement in their educational experience.
In addition to the headphones, the applications on the iPads—particularly those designed for reading and writing—have been a game changer. Many of our students, who face challenges with spelling and reading, are now able to use text-to-speech and speech-to-text functions that remove barriers to communication. These apps allow them to spell words correctly, hear their sentences read aloud, and ultimately express themselves in ways that would otherwise feel impossible. The sense of relief and accomplishment they feel when they successfully complete a written assignment or read a passage on their own is nothing short of inspiring. Your gift has not only given them a means of expression but also hope—hope that they, too, can actively participate in classroom discussions and activities that once felt out of reach.
Moreover, the engaging social skills materials you provided have proven invaluable in helping our students navigate complex social situations. Many students with autism and learning disabilities struggle with the subtle nuances of social interaction, including understanding nonverbal cues, inferring emotions, and problem-solving in real-time. Through these materials, students are now able to engage in structured, supportive lessons that teach them how to better recognize social cues, manage their responses, and problem-solve in tricky situations. These tools have not only increased their confidence but also helped them build important social relationships that will last well beyond the classroom. They now have practical strategies to handle conflicts, make friends, and interact with peers in a way that promotes inclusion and empathy.
It is no exaggeration to say that the tools you have provided have become vital lifelines, empowering students to push through their challenges, find their voices, and take an active role in their education and well-being. Your donation is a testament to the power of compassion and commitment to supporting those who need it most.
Thank you once again for your generosity. The impact of your gift will be felt for years to come as these students continue to grow, learn, and flourish in an environment that encourages both their academic and personal development. We are deeply grateful for your ongoing support and look forward to the continued progress we can make together.,”
With gratitude,
Ms. Aspinall
Reading Discovery
Funded Aug 23, 2017Your contributions have served in the way I hoped. When the students saw the books, they seemed to be a bit taken aback with surprise and then immediately began flipping through the pages and negotiating which book to read first. They were also very excited about the erasable pens and wanted to take them home. For my students who are talented artists, they were incredibly eager to test out the vibrant and colorful markers.
During my sessions with students, books are used in many ways. Typically activities start with activating and building background knowledge about the text. Student have been excited to tell how much they know about the topics featured in the books and their comments are then recorded on a graphic organizer. For students who are struggling decoders, using high interest texts has kept them motivated to engage in an evidenced-based reading strategy called "shared reading." During this activity, students are tasked with reading the words they have mastered decoding while I read the words unknown to them. In this way, the task demand is manageable and fluency is maintained. Another success with the books is an increase in students' ability to generate questions about what they hoped to learn in the next sitting, which is again a motivating factor. Vocabulary building is another important activity we use the books for. Students are usually asked to identify unknown words and flash cards are created to learn their meanings. Follow up activities such as choosing the meaning of the word from multiple choices or using the words in different contexts are conducted. We have also been using the color markers to organize information read about or thought of, with graphic organizers. Additionally, for my students who love to draw, they have been using the markers as an alternative means of expressing their thoughts.
My students were excited about the erasable pens. You see, due to comorbid grapho-motor issues, some students experience pain when writing for extended periods of time. Many students have described a preference for the pens as they allow for a smoother writing sensation, while allowing for effective editing. An additional advantage to using comfortable writing utensils is that students are more open to elaborating on their written expression. More over, many of these middle school students described feeling more mature and confident when using a pen rather than a pencil.
I've learned over the years that components such motivation, confidence building, adjusting materials for comfort; are effective for continued learning and progress. I remain grateful for your support of helping my student learn and grow.”
With gratitude,
Ms. Aspinall