Skills for Life supports young children with autism and developmental disabilities who need a highly individualized early childhood program. Our program is designed for children who benefit from structured teaching, compassionate support, and a high level of adult support throughout the day.

Skills for Life is designed for preschool-aged children, with a focus on children preparing for kindergarten and successful transitions into their community school setting.

Our program is intended for children who require intensive support to access learning, participate in routines, communicate effectively, build independence, and engage safely and meaningfully with others. Students at Skills for Life require 1:1 support from an Ed Tech/BHP throughout the school day.

Many children in our program may have an autism diagnosis, but we also support children with developmental disabilities and related needs. Referrals are reviewed individually to determine whether the program is an appropriate fit.

Children are referred to Skills for Life through Child Development Services (CDS) or their local public school district. Families interested in our program should begin by contacting CDS or their school district to discuss whether a referral may be appropriate.

At this time, Skills for Life is focused on referrals through CDS and public school districts. If private enrollment becomes available in the future, we will share that information on our website.

The referral process begins when CDS or a public school district contacts Skills for Life about a child who may benefit from our program. Our team then collaborates with the referring team and family to learn more about the child’s strengths, needs, current services, and transition goals.

After a referral, we review available information, talk with the child’s team, and determine whether Skills for Life is an appropriate setting. If the program is a good fit, we work together to plan for a supportive start.

Children work on individualized goals related to communication, social engagement, adaptive skills, school readiness, play, participation in routines, toleration, cooperation, and independence. Programming is tailored to each child’s needs.

A typical day includes a balance of individualized instruction, play-based learning, communication opportunities, group routines, social engagement, self-help practice, movement, and supported participation in classroom activities. Each child’s day is designed around their individual goals and support needs.

1:1 support means a child has an assigned adult who is an Ed Tech/BHP, who helps them participate safely and successfully throughout the day. This support may include communication help, skill-building, emotional regulation, transitions, play, self-help routines, and participation in learning activities.

We teach children meaningful ways to communicate their needs, wants, feelings, and ideas. This may include spoken language, gestures, visual supports, AAC, or other individualized communication systems based on the child’s needs.

Kindergarten transition planning is a central part of our program. We work on the skills children need to participate in school routines, communicate with others, tolerate everyday challenges, cooperate with trusted adults, and build independence. We also collaborate with families, CDS, and school teams to support a thoughtful transition.

Schools and CDS teams can contact Skills for Life to discuss referrals, program fit, collaboration, and transition planning. We value strong partnerships with families, public schools, and early childhood teams to support each child’s long-term success.