New York, NY - The IntraSpectrum Club recently visited the Gillen Brewer School, a private special education institution known for its inclusive and integrated approach to learning.  During the visit, the club members toured the school, had a Rubik's Cube teaching session with a group of students, and had the opportunity to interview Rebecca Skinner, the Head of School.  The following is a summary of the key questions and answers from the interview.

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Ethan Deng:  Can you share a brief history of the Gillen Brewer School and its founding principles?

 

Rebecca Skinner:  The Gillen Brewer School was founded in 1992 by two teachers who saw a need for a new special education approach.  The school was named after the founders' grandmothers, Gillen and Brewer, and has been dedicated to integrating academic and therapeutic support.  The founding principles emphasize a strong partnership between the school and families, with a mission to help students become as independent as possible and advocate for themselves.

 

ED:  How does the Gillen Brewer School cater to the diverse needs of its students, particularly those with autism and learning disabilities?

 

RS:  The school serves a diverse student body, all of whom have some kind of language-based learning disability.  The educational approach includes consistent language use across classrooms and extensive use of visual aids.  This helps students understand expectations and supports them in processing information.  The school also offers individualized instruction, allowing students to learn at their own pace and in ways that best suit their needs.

 

ED:  What role do parents and caregivers play in the educational journey at Gillen Brewer School, and how does the school foster this partnership?

 

RS:  Parental involvement is a critical component at Gillen Brewer School.  The school organizes 40-minute parent-teacher conferences that include detailed discussions with a team of teachers and therapists.  This collaborative approach helps parents understand their child's progress and equips them with strategies to support learning at home.  The school also offers training sessions and support groups for parents, fostering a strong, supportive community.

 

ED:  What are some unique challenges that you face in providing special education, and how does Gillen Brewer School address them?

 

RS:  One of the unique challenges is helping students who arrive with negative previous educational experiences.  These students often experience anxiety and low self-esteem.  The school focuses on rebuilding confidence and teaching students to manage their emotions.  This holistic approach addresses both academic and social-emotional needs, ensuring that students can thrive in and out of the classroom.

 

ED:  Can you share some success stories or notable achievements of students who have benefitted from the school's programs?

RS:  There are numerous success stories at Gillen Brewer School.  Many students learn to advocate for themselves and form lasting friendships.  One notable achievement includes a student who was initially anxious about school but now eagerly attends and participates in class.  Another success story involves a family that now enjoys more outings together, thanks to the child's improved social and communication skills.  

 

ED:  What are some future plans for Gillen Brewer School, especially with the new middle school program?

RS:  The school is launching a new middle school program in September, starting with an inaugural class of sixth graders.  The program will feature a holistic, interdisciplinary curriculum that integrates social-emotional learning and leadership opportunities.  The school aims to help students transition smoothly into adolescence, providing them with the skills they need for independence and success.

 

ED:  How can initiatives and clubs like IntraSpectrum further support the goals of the Gillen Brewer School?

 

RS:  Initiatives like the IntraSpectrum Club's visit are invaluable for the students at Gillen Brewer School.  Activities such as teaching the Rubik's Cube provide students with opportunities to practice patience, follow instructions, and engage with new people.  These experiences help students apply their learning in real-world situations, fostering independence and social skills.  

 

Conclusion:  The interview with Rebecca Skinner highlighted the Gillen Brewer School's dedication to providing an inclusive and supportive educational environment for students with special needs.  The school's focus on individualized instruction, strong school-home partnerships, and comprehensive support systems underscores its commitment to helping each student reach their full potential.  The IntraSpectrum Club's visit further emphasized the importance of community engagement in enhancing the educational experience. 


 

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