Children's Institute for Learning Differences
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Mission Statement
To provide innovative school programs, therapies and training that promote social, emotional and academic development for children with significant learning and behavioral challenges.
About This Cause
We envision a world in which every child succeeds. Established in 1977, Children's Institute for Learning Differences (CHILD) has demonstrated its sustainability and capacity to address critical community needs. CHILD serves children most likely to be denied full access to learning and employment opportunities due to their struggles with developmental and academic hurdles and their vulnerabilities caused by adverse childhood experiences (ACEs). CHILD serves children with a broad range of conditions that interfere with learning—including Autism Spectrum Disorder (ASD), Sensory Processing Disorder (SPD), Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), mental health and anxiety disorders, and a range of other neurologically-based disabilities. CHILD is committed to transforming school avoidance, failure, and the disruptive behaviors of the most challenged and challenging students so that they may attend class and be open to learning. All therapeutic respite services delivered to children and their families, and the intervention services provided to school districts are designed to ensure all students are able to successfully transition back into mainstream programs in their home communities. CHILD operates as a consortium-based resource to provide services to children with similar needs, maximizing staff and resources in ways many individual school districts cannot. Over 30 school districts, along with individual parents, turn to CHILD for academic interventions that include pediatric therapy and mental health services. Referring school districts and parents who directly place their children at CHILD recognize the success we have reversing the negative trajectory of school failure through our empathy-driven, non-punitive, psycho-educational model, which differs from models used by most other schools serving similar populations. National and state data reveal the number of children with autism, learning disorders, and sensory issues has grown significantly in the last decade; the last Washington State data reported (2013) show the number has increased by 6,000 students since 2009. CHILD possesses the organizational structure and staff expertise to address the needs of many more children. By establishing our permanent home in 2014, we eliminated the threat of being displaced and have initiated the creation of a regional resource to assure continuation of our specialized contribution to the health and education of children and their families, and training of professionals in the Pacific Northwest. The CHILD Way: *We build an intimate community of children, families and providers. *We look at each child from how the world occurs for them, including: what they see, hear, taste, smell and feel; how they and others move; what is safe and not safe; and what they make all of that mean. *Each child explores and becomes aware of what thwarts, stops or blocks them. *We try on multiple approaches to discover what allows for engagement, taking risks and learning. *Children learn to express how they feel, what they need, and how to get their needs met in their interactions with others and the world-at-large. *Our staff is trained and supported to provide who and what is needed, operating from “every moment counts.” *We reflect on and learn from our experience. *We stand for success for all children.