| After School Enrichment Classes |
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Artistic Alliances: Teams compose large art projects in this cooperative drawing and painting activity,
which targets social skills, sharing and motor skills. Younger children will participate in arts-and-crafts
seascape. Teams of older children will aspire to more challenging projects such as group design and
painting of wall murals.
which targets social skills, sharing and motor skills. Younger children will participate in arts-and-crafts
seascape. Teams of older children will aspire to more challenging projects such as group design and
painting of wall murals.
Gardening Plot: Children learn practical life skills as they grow flowers, fruits and vegetables in a
gardening plot on school grounds. This cooperative venture see children planting, watering, and
weeding together as they master social skills, turn-taking and motor skills.
gardening plot on school grounds. This cooperative venture see children planting, watering, and
weeding together as they master social skills, turn-taking and motor skills.
Ceramics Club: Children enjoy expressing their creativity in this club as they handcraft both functional
and decorative ceramic items (e.g., bowls, cups, figurines) from clay. The use of a pottery wheel is
demonstrated and older children may give it a whirl. Ceramic items are fired in a kiln between classes
so
and decorative ceramic items (e.g., bowls, cups, figurines) from clay. The use of a pottery wheel is
demonstrated and older children may give it a whirl. Ceramic items are fired in a kiln between classes
so
Community-Based Instruction Therapy: Teams have designated "Field Trip" days. Popular field trips
are to the beach, aquarium, zoo, botanical garden, Diamond Head, movies, bowling, restaurants,
malls, museums, etc. Walking excursions include trips to area stores, restaurants, fire station, library,
park playground, tennis courts, post office, bank, etc. Community-based instruction is designed to
teach the skills needed to behave appropriately in the community and to learn independent ways of
accessing community resources at age appropriate levels.
are to the beach, aquarium, zoo, botanical garden, Diamond Head, movies, bowling, restaurants,
malls, museums, etc. Walking excursions include trips to area stores, restaurants, fire station, library,
park playground, tennis courts, post office, bank, etc. Community-based instruction is designed to
teach the skills needed to behave appropriately in the community and to learn independent ways of
accessing community resources at age appropriate levels.
Social Skills Group: Social Skills Group combines a number of approaches to the development of
social skill development in children (e.g. Lord’s Social Skills Streaming; Gray’s Social Skills Stories,
Greenspan’s Floor Time, etc.). Clinical therapists alternate leading this group which targets the
development of interactive communication, social language, and communication dyads, prior to focus
on social communication and interaction in larger groups.
social skill development in children (e.g. Lord’s Social Skills Streaming; Gray’s Social Skills Stories,
Greenspan’s Floor Time, etc.). Clinical therapists alternate leading this group which targets the
development of interactive communication, social language, and communication dyads, prior to focus
on social communication and interaction in larger groups.
Animal Friends: This activity is designed to help children relate to animals, behave appropriately with
them, decrease fears and phobias, and master skills involved in recreation with animals. This
program has really been working well. We have an incredible pet therapy program
them, decrease fears and phobias, and master skills involved in recreation with animals. This
program has really been working well. We have an incredible pet therapy program
Music Appreciation: Children learn to produce and enjoy music in these interactive group sessions.
A variety of musical instruments are demonstrated and their musical properties explained.
Children will experiment with playing instruments, sing and dance with instrumental
accompaniment, and try to construct their own simple instruments (e.g. ukuleles) during this
expressive activity. Specific targets could include the development of listening skills, task focus,
following directions, sharing, and fine motor development.
A variety of musical instruments are demonstrated and their musical properties explained.
Children will experiment with playing instruments, sing and dance with instrumental
accompaniment, and try to construct their own simple instruments (e.g. ukuleles) during this
expressive activity. Specific targets could include the development of listening skills, task focus,
following directions, sharing, and fine motor development.
Philosophy for Children: Philosophy for Children is an international program that is presented in
conjunction with the University of Hawaii Philosophy Department. Loveland Academy is piloting its use
with autistic/PDD children. The children work on verbal reasoning skills; abstract concepts such as
perspective taking. This program also targets the child’s ability to discuss ideas, write creatively, and
play imaginatively in groups.
conjunction with the University of Hawaii Philosophy Department. Loveland Academy is piloting its use
with autistic/PDD children. The children work on verbal reasoning skills; abstract concepts such as
perspective taking. This program also targets the child’s ability to discuss ideas, write creatively, and
play imaginatively in groups.
Free Choice Time: This activity time is designed to give children a limited number of activities from
which to choose, all of which are therapeutic. It teaches the responsibility and consequences of
choices, decision-making, self-direction and focus.
which to choose, all of which are therapeutic. It teaches the responsibility and consequences of
choices, decision-making, self-direction and focus.
Sports Program: In learning to play team sports, children receive 1:1 to 1:3 instruction on the rules of
the games, the moves required, and the skills they need to participate in team sports such as baseball
(T-ball), basketball, volleyball and soccer. Children ages 8 and up are encouraged to join Loveland’s
official Special Olympics team sport of the season and to participate in the annual Special Olympics
competitions in the Spring. The Sports Program targets the teaching of sportsmanship, cooperation,
sports safety, following directions, and waiting for turns. A specialist provides consultation in adaptive
physical education to assist in programming for the unique needs of individual children.
the games, the moves required, and the skills they need to participate in team sports such as baseball
(T-ball), basketball, volleyball and soccer. Children ages 8 and up are encouraged to join Loveland’s
official Special Olympics team sport of the season and to participate in the annual Special Olympics
competitions in the Spring. The Sports Program targets the teaching of sportsmanship, cooperation,
sports safety, following directions, and waiting for turns. A specialist provides consultation in adaptive
physical education to assist in programming for the unique needs of individual children.
Swim Club: Swim Club is designed to promote water safety, teach water sports and swimming skills,
and to promote competition and sportsmanship. It also allows children to compete against
themselves in a sport that requires non-verbal cooperation.
and to promote competition and sportsmanship. It also allows children to compete against
themselves in a sport that requires non-verbal cooperation.
Environmental Maintenance: Children learn to respect their learning environment and classroom
materials during this activity time, through helping to keep orderly and neat. Therapeutic aides provide
children with school-to-work skills training by guiding them through cleaning tasks such as wiping
tables, sweeping and mopping floors, raking leaves, watering plants and removing trash. Motor skills
coordination and task focus are enhanced as well as life skills.
materials during this activity time, through helping to keep orderly and neat. Therapeutic aides provide
children with school-to-work skills training by guiding them through cleaning tasks such as wiping
tables, sweeping and mopping floors, raking leaves, watering plants and removing trash. Motor skills
coordination and task focus are enhanced as well as life skills.
Reading Time: This activity offers literacy-based, and/or thematically based, activities, which often
combine learning about other cultures and communities (social studies) with the building of social
language skills. Classic children’s books, as well as popular favorites, are shared with the children in
both "read aloud" and "story telling" formats, followed by questions about the story and oral discussion,
as ability permits. An art or craft project, related to the theme, follows. Specific targets may include the
development of listening skills, task focus, task maintenance, story recall, sequencing, following
directions, turn-taking, sharing, waiting for turns, narrative discourse and fine motor development.
combine learning about other cultures and communities (social studies) with the building of social
language skills. Classic children’s books, as well as popular favorites, are shared with the children in
both "read aloud" and "story telling" formats, followed by questions about the story and oral discussion,
as ability permits. An art or craft project, related to the theme, follows. Specific targets may include the
development of listening skills, task focus, task maintenance, story recall, sequencing, following
directions, turn-taking, sharing, waiting for turns, narrative discourse and fine motor development.
Computer Club: Computer games that have mental health implications (i.e.: Nightmare Ned, Be A
Hero) or educational/therapeutic value (Fast Forward, Reader Rabbit, I Spy) are utilized to promote
promotion of group discussion (e.g. why I like to play_____). Computer work allows children to build
on strengths as well as to assist in the remediation of weaknesses that cause stress in the school
environment.
Hero) or educational/therapeutic value (Fast Forward, Reader Rabbit, I Spy) are utilized to promote
promotion of group discussion (e.g. why I like to play_____). Computer work allows children to build
on strengths as well as to assist in the remediation of weaknesses that cause stress in the school
environment.
of working cooperatively, sharing, and turn taking during the preparation of fun and easy recipes.
Fine motor skills are enhanced as children measure, mix, pour, stir, spoon, grate, slice, chop, etc.
The occupational therapy staff also lead this cooking activity which targets the social skills Cooking:
Speech therapists often work along side the OT's to teach the related receptive and expressive The
occupational therapy staff also lead this cooking activity which targets the social skills vocabulary.
Fine motor skills are enhanced as children measure, mix, pour, stir, spoon, grate, slice, chop, etc.
The occupational therapy staff also lead this cooking activity which targets the social skills Cooking:
Speech therapists often work along side the OT's to teach the related receptive and expressive The
occupational therapy staff also lead this cooking activity which targets the social skills vocabulary.
The occupational therapy staff led activities that encourage cooperative play skills while promoting
fine and gross motor development, targeting improved balance, coordination, and sensory
processing that are prerequisite to developing the skills needed for many team sports. Speech
actions they perform (e.g., slide, roll, jump, hop, gallop, prance, leap, etc.). actions they perform (e.g.,
slide, roll, jump, hop, gallop, prance, leap, etc.).
fine and gross motor development, targeting improved balance, coordination, and sensory
processing that are prerequisite to developing the skills needed for many team sports. Speech
actions they perform (e.g., slide, roll, jump, hop, gallop, prance, leap, etc.). actions they perform (e.g.,
slide, roll, jump, hop, gallop, prance, leap, etc.).
