Los Angeles Special Needs School Fundraiser Media Page - Los Angeles Special Needs School Fundraiser

Media Page UCLA Intervention Program Fundraiser

About the Program

The UCLA Intervention Program is a non-profit program for children with disabilities. It is place to practice and build skills through play (A child’s work) in a specialized supportive environment. Parents are scared, worried, and vulnerable, this program helps parents adjust.

Value Proposition

Parent volunteers are trying to bring awareness to the program. This program:

  • Helps children build skills for development
  • Parents become advocates and know the best ways to support their child
  • Selling the support, structure and expertise for children with disabilities and their parents
Why is this program unique?

The program doesn’t exclude any diagnosis (some programs will not accept certain disabilities). Other programs focus on pathology (diagnosis or symptoms), the UCLA Intervention Program looks at the whole child and build a program plan for each child. Beyond the diagnosis and symptoms, they find the child’s strengths. In other words the program, views the whole child, not the pieces that may or may not work differently.

Who to Contact?
Michael Ward
Special Needs Fundraiser - Michael Ward
Michael is the inspiration for this fundraising project. He is the main contact for stories regarding the fundraiser.
Tel: 805-870-5394
Email: laspecialneedsfundraiser@gmail.com
Blake Cohlan
Los Angeles Special Needs - Blake Cohlan
Blake is responsible for all the marketing efforts of this fundraising project. He is the main contact for marketing and press materials.
Tel: 805-870-5394
Email: laspecialneedsfundraiser@gmail.com
Dane Fitzmorris M.A.
Los Angeles Autism Awareness - Dane Fitzmorris
Dane is the Director for the UCLA Intervention Program. She may be contacted for any information about the UCLA Intervention Program
Tel: 310-794-4751
Email: dfitzmorris@mednet.ucla.edu
Visit the www.uclainterventionprogram.org
Focus of the UCLA Intervention Program
As told by Dane Fitzmorris M.A., Director of the UCLA Intervention Program
First Goal
Our first goal is to help a child with disabilities to be the best he/she can be. This means that we do not only focus on the areas where a child needs some support. We are also challenging them in their areas of strength. If we were only looking at the parts of a child that needs some help, we would only be looking at part of a person. We want to support the development of the whole child.
To succeed
In order to succeed at this, we see a child as a child first, who happens to have a disability. He/she is also part of a family with parents, grandparents and siblings.
Strength Focused
We are “strength focused.” What we mean by this is that we are mostly focusing on what a child can do and moving them forward from there. This does not mean that we ignore a child’s difficulties but we use a child’s abilities to help alleviate/work around some of the difficulties. This also helps that child develop a positive self-image and self-esteem.
Family Focused
For the family, this can be a somewhat unique perspective. Most of their doctors, therapists, etc. have been primarily focused on what the child cannot do or has difficulty doing. It can give parents a new way of seeing their child. We work with parents to learn more about their child’s abilities.
Classroom and Group Setting
Since the children are getting ready for preschool when they are here, it is important to learn about the child’s skills within the classroom/group setting. Children perform differently when they are in an individual setting. At the Program, they need to try to focus when there are a lot of distractions. This information helps us and the parents to get a sense of what type of preschool environment would best support a child’s continued development. Our classrooms:

  • Reinforce that play is the learning curriculum of toddlers. Through play, a multitude of pre-academic, social and self-help skills can be learned, practiced and expanded. We carefully support this is in the classrooms and at home.
  • Use toys and equipment that are adapted to optimize successes and learning.
  • Have a wide range of specialized equipment for those children with motor difficulties. This equipment promotes independence, socialization and skills for eating and drinking independently.

All of this is achieved through a partnership with parents…they know their child and we know child development. Together we are able to support the child’s progress.

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