An important part of any residential therapeutic setting is the educational component. Often part of the need for a therapeutic program arises because of academic problems. A student with undiagnosed learning differences or mild differences may fly under the radar in elementary school. This student may have strong verbal skills and perform well until grades are based less on oral participation and more on written assignments. The student is not able to keep up with the demands of secondary school. Another student is accepted as a legacy at a competitive independent school, but has a learning style that is not in sync with the school's teaching methods. With a downturn in the economy many schools are accepting students with a wider range of abilities than they have in the past. The teachers at these schools may not know how to adapt their lessons for these students. The loss of self confidence combined with pressures of being a teenager can lead to a downward spiral and eventually a therapeutic placement.

The first step is often the wilderness. The teen doesn't have to deal with the pressure of school and is learning in a non- traditional setting; he/she begins to feel successful. When the teen transitions from the wilderness into long term placement a more traditional academic component is part of the program. The right therapeutic setting with a strong educational program and appropriate structure will enable the student to feel successful, and prepare him/her for the future and provide the right balance of challenge and support.

Longer term therapeutic programs use a variety of educational models. What are the elements of a good school in a therapeutic program? A good program will have a school that will meet the needs of the students they serve. If it is a program for older teens the school should help prepare them for college or vocational education. Internships should be made available for capable students. A program for younger students needs to have the appropriate curriculum to help them successfully transition to less therapeutic schools. This may include preparing them for the SSATs or other entrance requirements for independent schools or ensuring that credits will be accepted by the public school and the classes align with the state curriculum of their home school.

The following is meant to be used as a guide when considering the educational program of a residential setting. Please remember that some of these items may not be needed for your child or client.

Teacher qualifications

• Are the teachers qualified?
• Are they prepared to teach students with emotional needs?
• Do they differentiate their teaching methods according the students' learning styles?
• Are they enthusiastic? Can they get the students excited about learning?
• How well do they relate to the students?
• How often do teachers and therapists meet as a team?
• How many students and grade levels does each teacher teach in a class period?
• Are they encouraged to attend conferences and in-service training about educational topics?

Physical Plant

• Does each subject or grade level have a separate, well organized space?
• Are there appropriate supplies, space and equipment for PE, art and science?
• Is there a library with interesting leisure novels and appropriate research material?
• Is there a computer lab? How is technology used in the school?

Curriculum

• What courses are offered?
• Are capable students prepared to take AP exams or honors classes or college classes?
• Students enter therapeutic programs at different times of the year; how can the student learn the pre-requisite concepts for subjects like math, science and foreign language if he/she enters in the middle of the year?
• How are students assigned to classes? Is testing used to determine the appropriate level?
• How long do new students wait before they are assigned to classes?
• Is the curriculum watered down? If the student earns "A"s too easily he/she will be frustrated and unprepared in the next school.
• Are the classes taught by a teacher or is everything on-line or in a packet?
• Is there homework? Students need to learn how to study independently to successfully transition to a new school.
• How are students taught to manage money, advocate for their needs and live independently?
• Are classes interactive and is the curriculum conducive for students to collaborate with peers on projects?
• How are study skills taught?
• Are classes in ACT, SAT or SSAT available to the students? Is there an extra cost?
• Is there time built into the schedule to meet with teachers for extra help?
• How many hours do students spend in academic classes? Students attend most therapeutic programs year around so the amount of hours per day may differ from a traditional school.
• How long is each class and how many times a week does it meet?

Other Educational Staff

• Does the program have a learning specialist on staff? This is a necessary part of any educational program. A qualified learning specialist makes learning more accessible to all students without watering down the curriculum.
• Is there a qualified educator to help with next placements? Can this person ensure that each student completes the courses needed to graduate from high school or successfully transition to the next school in the appropriate grade?
• Is there an OT available to the students and is this an extra cost? This is especially important for students with sensory integration problems.
• Is a speech therapist available and is there an extra cost for this? Students with an LD often need classes to help with language or pragmatics.

A student with emotional and/or behavioral issues need may need a therapeutic placement to help him/her mature into a productive member of society. Along with the appropriate therapy the program must have a solid educational component to help the student transition to the next part of his/her life.

About The Author: Pam Tedeschi is an Independent Educational Consultant as well as a Certified Educational Planner. She is a professional member of the Independent Educational Consult Association. For more information, contact Pam at pamela@pmtedcon.com, 301-951-0131 or visit www.pmtedcon.com.