Successes and Stories

Shema Kolainu's Small Miracles
Every child is precious to the teachers and staff of Shema Kolainu-Hear Our Voices, and every child's accomplishments, no matter how large or small, are a reason to rejoice. The teachers and children work hard toward achieving goals. The names used here have been changed to protect the confidentiality and privacy of each child.

School-age children:

Michael
I am the grandmother of a child with autism that attends Shema Kolainu. Your school has done so much to help Michael in such a short time. Here is our story. Please feel free to share it, or perhaps use it in such a way to inspire others.

Michael is an adorable little boy in every way. His mom, my daughter, is deaf and exposed him to American Sign Language since birth. My daughter and grandson, Michael, live with us; his hearing grandparents and aunt and each and every one of us exposed him in every way to the English language as well. We were all puzzled as to why he wasn’t talking since he had so much stimulation at home. Children of deaf parents use sign language as their first means of communication. This was not happening. He wasn’t communicating with his voice. We were all concerned. He began with Early Intervention services at about sixteen months, starting at home and then getting services in an E.I. school in our area. We saw he was making little progress at the school he was attending.

At three years old, Michael was diagnosed with PDD/NOS. Michael started Shema Kolainu the following September. Miryam was his teacher, along with Rochel, Devori, and Caroline as assistant teachers. In a few months, there was evident change. He so needed the structure ABA programs provide. In just a few months, he began using words to express himself, asking for things where before he just helped himself. In a short time, one word became two, three became four and so on. He is continuing to grow in language and there are times he truly amazes us. As a grandmother, I often wondered if Michael would ever speak. Ten months have passed since Michael started Shema Kolainu and his voice is music to our ears. His tantrums have decreased. His expressive language keeps on increasing. His eye contact has improved. He truly enjoys the structured but loving school setting he is in. He has grown in so many ways. There is a light in his eyes, and there is hope in our hearts. Every teacher keeps us abreast of Michael’s progress and goals. Choni always contacts us about any concerns that she or his teachers or therapists have and our own concerns are always addressed. Weekly progress reports help us to see all the work that goes on in the classroom.

I often wonder, with all the work going on, how can Michael love school so much? He loves it simply because his teachers provide an atmosphere of warmth, love and praise. How nice it is to hear him try to sing the songs he learns in school. Dinner time has proven to be a lot better since Michael has learned to sit and eat at the table properly. Restaurants are even becoming easier to enjoy, as his behavior has really improved during his sitting and eating time.

Dedicated therapists have helped Michael greatly with his speech and occupational therapy needs. Here again, we are informed of Michael’s progress and future goals. Michael’s work with the art therapist has filled my kitchen wall like an art gallery. Yes, Michael has a full day, but each moment is filled with a purpose. The purpose is to help him to develop his mind and body, and socialization skills . Michael has a long road ahead of him, but, he has begun walking down that road and we are very proud of him. Michael has brought us a lot of smiles and a lot of laughter. He has shown us what he can do. What he can do is a lot more than he did just ten months ago. He is quite a character.

Last but not least, workshops at Shema Kolainu are remarkable. Gilly presents her workshops with knowledge and skill. Questions are answered, subjects discussed and minds are enlightened. These workshops provide invaluable information about the vast spectrum of autism. The information is accurate and helps us as a family to be informed of the different methods and technology available to children with autism.

On behalf of Michael’s family, my thanks to you and your staff for all of your dedication and love for children on the spectrum.

 

Shloimy
Shloimy Ganzfried, the second of four children, was born in 1996 to Suri and Yakov Ganzfried. His mother said he was a "seven and-a-half pound passive baby, until he wanted something." Then he would scream relentlessly. "He was hard to console and didn't respond to holding and cuddling. As time went on, his disabilities became more obvious," his mother recalled. At age one, his parents enrolled him in an Early Intervention program.

"He didn't know me or anyone in his family", his mother recalls. "He avoided familiar people, and totally stayed away from new people who came into his environment. He couldn't sleep in a bed and meal time was a nightmare. Besides the fact that he wouldn't sit at the table with the family, he wouldn't try new foods and he refused to eat."

The Ganzfrieds were elated when Shema Kolainu opened just in time for Shloimy to attend pre-school. His teachers immediately began working tirelessly, teaching him to acquire the functional skills of daily living, such as eating, toilet training, and developing language while decreasing inappropriate behaviors and the number of tantrums. It was a turning point in Shloimy's life. "He began to learn how to learn", said Mrs. Ganzfried. "The teachers were extremely helpful in toilet training". Shloimy was toilet trained by age 4.

Shloimy's teacher Gitty Endzweig and teacher's assistants Erin, Cara, and Naomi agreed that Shloimy has made a lot of progress. "Last year, he threw frequent tantrums, which led to self injurious behaviors, such as head banging. He also exhibited severe perseverative behaviors caused by changes in routine and lack of expressive language. For example, if something was moved- it would distract him. If the door was open or there was something on the floor, he would tantrum. We have trained him to not concentrate on the distractions. Now we put things on the floor and he is OK. Prior to our interventions, Shloimy tantrumed relentlessly." Gitty explained.

"Today Shloimy is able to accept time and place changes, like lunch time or walking to different places in the room to retrieve items." His teachers have taught him to transition smoothly. Most importantly, he has learned to express his emotions instead of tantrum. This change has taken place both at school and at home. "Sleeping for Shloimy was a big problem. At first, he couldn't sleep. Then he had to sleep with the door open." said Mrs. Ganzfried. "The school worked effectively with the home team to help him transition from a crib to a bed."

"Mealtime went from a nightmare to a pleasant family experience," his mother explained. "Shema Kolainu followed a plan for teaching eating habits. Shloimy how sets the table, sits during mealtime, tries new foods, and most of all, enjoys mealtime."

Shloimy's teacher recalled that last year, they couldn't leave him alone in the classroom without chaos. "Now we can tell him to sit and wait by himself. He's been conditioned to self-entertain and has become a more content person." Gitty said.

Simone
Even in Alan Freedman’s wildest dreams, never could he have imagined turning from a pessimist into an optimist upon the discovery that his son, Simone, had been diagnosed with autism.  As a father of two, Simone being less that one year old, Mr. Freedman’s perspective is that he wants the best for his sons. He wants them both to have all the opportunities and chances for a fulfilling life as any other child. He wants the world to see his son Simone, as the wonderful unique child that he is and not as a child with autism.

When Simone was a baby, he was very mellow and calm.  As he grew older, however, he didn’t meet the typical childhood milestones and it caused concern for the Freedmans.  They took him to a doctor for tests and he was diagnosed with autism.  Mr. and Mrs. Freedman asked the doctor, ‘What can we do?’ The doctor gave ‘nothing’ as the reply. They were confused and bewildered. They felt lost and empty, as if they had no where to turn.

Shortly after that, they discovered that they were not alone.  Many children were increasingly being diagnosed with autism. The latest statistics showed that 1 in every 150 children are diagnosed with autism.  Mr. Freedman decided that he must have hope for his son Simone; it was the only way to move forward.  He could not face this life altering diagnosis with pessimism, so they began searching resources to find a school for Simone that would give him the proper care and therapies necessary for him to flourish. 

When they began to visit schools, what they found was very discouraging.  Many schools were in very bad neighborhoods, or had children that were ignored in large classrooms. When they came upon Hear Our Voices, it immediately felt like home.  The only thing, there was a prolonged waiting list. They felt all they could do was pray. 

After a tiresome day of searching for the proper school, the Freedman’s came home to a blinking light on their answering machine. The message they received was from a lady by the name of Suri Gruen, the Associate Executive Director at Hear Our Voices.  A space was available at the school for Simone!  Mr. Freedman fell off of his chair in excitement. 

That was 4 years ago when Simone was 2 years old.  At that time he couldn’t do anything for himself.  He had to be fed, clothed, bathed, and he didn’t speak any words.  Now, he drives his parents nuts with an extended vocabulary which is around 1,000 words and is even able to put sentences together. He’s highly functional with his hands as well as good hand and eye coordination.  He does exceptionally well with video games and enjoys watching and identifying sports.  He plays well individually, but also shows interest in participating with his brother, Charlie.  He is willing to follow instructions and play by the rules.  All of these are great milestones for him.

In the community Mr. Freedman can see that autism awareness still has a vast way to go.  Just two weeks ago he was at an internist’s office and ran into a friend with a 12 year old daughter – also with autism. He also comes to find out two best friends from college both have daughters with autism; and nothing is being said about it to anyone.  These children are not on medication and are not receiving treatment.  If more people were aware of this issue and not afraid to take their children for tests and treatment, fewer families would be adversely affected by it.

It seems to Mr. Freedman, that autism is situational – it affects Simone’s social skills more than his mental skills.  He has a lack of social skills, as if he had no discernment for appropriate behavior.  For example, if two children are playing together, Simone would seem to rather pass through right between them instead of going around them. The way these children assess and process information is different from other children, therefore they need specialized education to integrate themselves better into mainstream schools and society in general.

What are Mr. Freedman’s hopes, dreams and aspirations for his son? “I think the sky is the Limit!  When I saw the news last year about the boy in upstate NY playing basketball (where a child with autism was the hero of the game), I was very inspired.”  He explains that the child was left on the bench the whole year.  In the last game, the coach put him in before the playoffs. He missed his first shot, and then got one, then two and eventually 5 shots in the bucket.  “When that story hit the wires across the country, I was floored, and I fell off my chair.” explained Mr. Freedman.

This gave him hope to wait and see what Simone’s interests are and to help him develop them further. He saw autism as an opportunity to expand rather than a burden, and without the staff at Hear Our Voices, it could not be possible.

Ronnie
Ronnie is six years old with problems listening and responding. He had few receptive skills, was isolated, never initiated interaction or displayed emotion. Ronnie was also mute and had neither writing nor reading skills. Trapped in the world of autism, his teachers and therapists began working intensively with him. In speech therapy, he was given alternative means of communicating which is called an Assistive and Augmentive Communications device (AAC). This is a small, high tech hand-held computer that helps children supplement oral communication and provide alternate means. Using the AAC, Ronnie has made miraculous progress. Now, he can communicate, he answers questions, approaches his teachers for hugs, interacts socially with his peers when he is prompted and can spell and type on the computer. He can write the whole alphabet, speak in sentences and knows between 100 and 200 sight words. From a life of isolation and mutism, he is now entirely a part of the world around him.

Joshua
Josh at age 5 ½ presented as speaking one-word sentences, had limited interaction with others, no reading or writing skills, and was extremely aggressive, kicking, slapping, biting, scratching and trying to run home. He didn't want to be in school, showed no self-control and had frequent emotional outbursts. After a time with his teachers and therapists, he is able to speak in full sentences, using qualifiers and adjectives. He makes requests of his teachers, and interacts with both teachers and classmates. He has acquired reading comprehension skills, sight words and seeks reinforcement for his accomplishments. Josh is learning to self manage his behavior problems by his own set of rules. He is also conscious of his appearance, combs his hair, ties his shoes and tucks in his shirt.

Naomi
Naomi came to us entirely mute, moved in small, jerky steps, displayed a lot of fears and reluctance and would not interact with the boys in her class. On of her fears was of the bathroom and she would scream and cry if she was brought anywhere near it. With slow, stiff and robotic movements, she was generally unresponsive. Teachers finally learned that she spoke at home, and asked her parents to tape her while speaking to played at school. Although she could hear her own voice on the tape, she still refused to speak and only occasionally could be coaxed to whisper a single sound. Finally, using some of her favorite activities as incentives, and after a lot of coaxing, she grudgingly gave in and spoke a whispered word after setting a date with the class of when she would say her first word aloud at school. Even though she whispered her word, the teacher, knowing that she could speak but was being stubborn, was relentless and would not let her join the field trip unless her word was audible. After several tries, she finally spoke the word aloud that opened the flood gates to a stream of words and she began speaking fluently. Her next hurdle was to overcome her fear of the bathroom and, finally, teach her to use it. First, she was encouraged to play and do her work near the bathroom, eventually she was moved into the bathroom and then she was coaxed to use it. As each hurdle was overcome, she became more and more confident. She even began talking to the boys in her class. Naomi has been mainstreamed into her neighborhood school. We rejoice in her success.

Preschool children:

Carla
Carla is a beautiful 5 year old preschooler who presented with echoic sounds, repeating what she heard and never speaking spontaneously. She was taught to use the Picture Exchange Communication System (PECS) and exchange the [sentence strip] phrase "I want" plus a picture of a reinforcer. The teacher would provide a vocal model of "I want ----" after Carla would hand her the sentence strip as her way of asking for items. From exchanging pictures, she discovered that she could say the words and now uses natural, spontaneous speech. If she sees specific items, she can label them with words.

Alan
Alan interacted only with the teacher in one-to-one instruction. He had the ability to point and match but couldn't speak. He was given the Picture Exchange Communication System and began to use the symbols without vocals. Working with the whole class, the teacher started a game lotto. The children would have to respond to her questions by raising their hand and saying "me" when the answer applied to them. "Who has______?" And the children who had the item or appropriate experience would raise their hands and reply, "me." After a while, Alan caught on and wanted to be included. When the answer applied to him, he finally answered "me." Now, he participates with the group for two hours every day and communicates with his communications book. He can create vocal approximation sounds like "sh," "ta," "ba," among other sounds when using his communications book, and has become an active member of the class.

Walter
Last year, Walter only babbled vowel sounds, no consonants. Through behavior analysis methods, his teacher taught him to imitate consonant sounds. Today, he speaks in complete sentences, has a friend that he pals around with all day - they are inseparable and include others in their games.
The swings in the park were one of the tools that worked for him. The teacher would push him on the swing if he uttered an imitative sound. Then he was encouraged to join with his peers by being given goals and reinforcement when sharing toys, taking turns, and peer imitation. He learned that he didn't need direct teacher attention and that he could work with the group.