• What is Structured Teaching?
    Structured Teaching

    Structured Teaching is a model of instruction designed to make information meaningful for children with autism who have severe communication and cognitive delays that interfere with their ability to organize their environment and express their wants and needs. Structured teaching organizes the environment by clearly delineating the physical structure of the classroom. Expectations are defined using individual and group schedules. Curricular adaptations emphasize each student’s unique interests. The adaptations incorporate the students’ mode of communication so they are motivated to attend and are actively engaged in learning. All activities follow a visually presented sequence designed to give the student a core set of fixed procedural routines. Once procedural routines are established, the learning environment becomes predictable and the child can concentrate on learning new concepts and skills.

    Physical Structure

    Physical structure describes the behavioral expectations for the areas of a classroom (student’s desk, group areas, instructional areas, etc.). All are arranged so a student knows exactly where to go and what to do. In some cases, the structure may be designed to overcome a specific student challenge, such as a quiet center for a child who is hypersensitive to sounds. At The Timothy School, we believe the predictability of the physical structure maximizes student learning of routines and minimizes frustration.

    Individual and Group Schedules

    Individual and group schedules, as well as work systems, serve as an instructional aid for students so they know where, when, and in what order daily activities will occur.Students refer to their schedules to check on their assignments which helps promote independence. They follow individual schedules to complete self-help tasks and work systems to practice skills.

    Group Lessons

    Group lessons emphasize both social and basic skills. The instructional goals for each group lesson are clearly defined and individualized to address each child’s learning objectives. Lessons incorporate a thematic approach. And recurring daily activities emphasize a students’ unique interests and motivation.

    Tasks are Analyzed

    Tasks are analyzed and their components are taught and reinforced systematically. All are structured to provide errorless learning and to encourage students to initiate requests and actions with gradual withdrawal of prompts. This structure encourages independence!

    Specific Sequence

    Structured Learning materials are adapted and organized in a specific sequence

    Insure Success

    Students are expected to participate in all instructional activities and to complete their assignments with sufficient staff support to insure success.

  • What is the school’s student profile?
    Student Profile

    The Timothy School serves 69 children with a diagnosis of Autism or Pervasive Developmental Disorder - Not other wise specified from ages 5-21. Students come from school districts in Berks, Bucks, Chester, Delaware, Montgomery and Philadelphia counties.

  • What is the class size at Timothy School?
    Class Size

    Our class sizes range from 3-7 students and typically have a 2:1 student-to-staff ratio.

  • Who pays for student tuition?
    Student Tuition

    Parents who are Pennsylvania residents do not pay tuition for their child to attend The Timothy School. A child’s placement in our school meets state and federal requirements for “a free, appropriate public school education” (FAPE). The responsibility for tuition costs are assumed by the students’ resident school district with State funding provided to the district when available.

  • How will my child be transported to and from The Timothy School?

    Students are transported to and from The Timothy School by their school district of residence via school bus, van or cab.

  • Is there a waiting list?
    Waiting List

    The Timothy School accepts referrals throughout the school year. If there is an appropriate opening that may meet the child’s needs, the intake team will proceed with the process. If there are no openings, the school district is contacted and, if the school district and parents approve, the intake team will hold the referral packet until a space becomes available. Referrals are reviewed in chronological order of when they are received.