Special Education

We change the trajectory of a child’s life through innovative early childhood education, transdisciplinary teams and family-centered partnerships.

TO PROVIDE RESIDENTIAL AND DAY TREATMENT PROGRAMS FOR CHILDREN AND ADULTS WITH DEVELOPMENTAL DELAYS, AND EMOTIONAL OR BEHAVIORAL DISORDERS.

To provide innovative solutions to critical problems in education and human services by holding firmly to the belief that every child has the right to be in school. This belief has led to a continuum of services designed to meet the educational and social-emotional needs of the broad range of students. Continued on Schedule O.

WINDWARD IS A COEDUCATIONAL, INDEPENDENT DAY SCHOOL DEDICATED TO PROVIDING A PROVEN INSTRUCTIONAL PROGRAM FOR CHILDREN WITH LANGUAGE BASED LEARNING DISABILITIES. THE MULTISENSORY CURRICULUM IS DESIGNED FOR STUDENTS OF AVERAGE TO SUPERIOR INTELLIGENCE WHO CAN BENEFIT FROM THE UNIQUE EDUCATIONAL EXPERIENCE PROVIDED. THROUGH DIRECT INSTRUCTION IN SMALL CLASS SETTINGS, A TRAINED STAFF ASSISTS STUDENTS TO IMPROVE THEIR LANGUAGE SKILLS. ACADEMIC SUCCESS, COMBINED WITH OPPORTUNITIES FOR SOCIAL AND EMOTIONAL GROWTH WITHIN AN INTENTIONALLY DIVERSE AND INCLUSIVE SETTING, ENABLES STUDENTS TO UNDERSTAND THEIR LEARNING DIFFERENCES, BUILD CONFIDENCE, AND DEVELOP SELF-ADVOCACY SKILLS. WINDWARD IS COMMITTED TO HELPING STUDENTS ACHIEVE THEIR FULL POTENTIAL IN PREPARATION FOR A SUCCESSFUL RETURN TO A MAINSTREAM EDUCATIONAL ENVIRONMENT. TO MEET THESE GOALS, THE SCHOOL PROVIDES ONGOING TRAINING TO ITS FACULTY BASED ON THE MOST CURRENT RESEARCH AND SHARES ITS EXPERTISE WITH THE PARENT BODY, OTHER EDUCATORS

GRAFTON CREATES SOLUTION-FOCUSED OPPORTUNITIES FOR INDIVIDUALS CHALLENGED BY COMPLEX DISABILITIES.

THE MISSION OF MATHENY SCHOOL AND HOSPITAL IS TO OPTIMIZE THE QUALITY OF LIFE FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES AND SIGNIFICANT FUNCTIONAL IMPAIRMENTS.

THE ORGANIZATION OFFERS EDUCATIONAL AND RESIDENTIAL SERVICES TO SPECIAL NEEDS CHILDREN. THE RESIDENTIAL PROGRAMS OPERATE 24 HOURS PER DAY, 7 DAYS PER WEEK AND 365 DAYS PER YEAR AND PROVIDE A VARIETY OF EDUCATIONAL AND BEHAVIORAL SERVICES. THE ORGANIZATION ALSO OFFERS A SMALL DAY PROGRAM PRIMARILY FOR LOCAL SPECIAL NEEDS CHILDREN.

THE MISSION OF RFK COMMUNITY ALLIANCE IS TO PROMOTE MEANINGFUL AND SUSTAINED WELL-BEING FOR CHILDREN, YOUTH, AND ADULTS FACING EDUCATIONAL, DEVELOPMENTAL, OR MENTAL HEALTH CHALLENGES.

The mission at Atlanta International School is to develop courageous leaders who shape their world for the better. At our core is creating a joy of learning and purposeful effort, and mutual respect and understanding, in an inclusive and intercultural community. We create a safe, stimulating educational environment, promoting the wonder and curiosity that motivates a student to learn in and beyond the classroom, and throughout life. We believe that achievement comes from sustained, purposeful effort and by learning to think critically, debate confidently, question assumptions and push limits. We believe language and culture shape and inform identity. We delight in difference, opening ourselves to authentic and meaningful interactions with cultures both in and outside school. We commit ourselves to grow and change individually and together, to ensure every learner's identity, language, and values are respected. To lead as individuals and as members of their communities, future-ready you

TO PROVIDE SERVICES FOR DEVELOPMENTALLY DISABLED INDIVIDUALS AND OTHER CHILDREN AND ADULTS WITH SPECIALIZED HEALTH CARE AND EDUCATION NEEDS. OPERATING LOSSES GENERATED IN FULFILLMENT OF THE CENTER'S MISSION ARE COMPENSATED FOR BY THE ACTIVE FOUNDATION FUND RAISING EFFORTS.

AT THE AMERICAN SCHOOL FOR THE DEAF, STUDENTS AND FAMILIES ARE SURROUNDED BY INSPIRING PEERS, GUIDED BY DEDICATED AND COMMITTED STAFF, AND SUPPORTED BY ROBUST TECHNOLOGY. WE FOSTER A LANGUAGE-RICH COMMUNICATION ENVIRONMENT THAT MAXIMIZES EACH STUDENT'S POTENTIAL, EMPOWERING THEM TO BECOME EDUCATED AND SELF-DIRECTED LIFELONG LEARNERS.

THE MISSION OF EDEN II PROGRAMS IS TO SUPPORT PEOPLE WITH AUTISM THROUGHOUT THEIR LIVES TO ACHIEVE THEIR FULL POTENTIAL THROUGH SERVICE, SCIENCE, AND PASSION.

TO ENABLE AND EMPOWER STUDENTS WITH LANGUAGE-BASED LEARNING DISABILITIES TO REALIZE THEIR EDUCAITONAL AND SOCIAL POTENTIAL THRROUGH AN EXEMPLARY SCHOOL PROGRAM COMPLEMENTED BY OUTREACH AND TRAINING, DIAGNOSSIS AND RESEARCH.

THE HOPE LEARNING ACADEMY SERVES CHILDREN WITH INTELLECTUAL/DEVELOPMENTAL DISABILITIES AND NEUROLOGICAL DISORDERS AND THEIR FAMILIES BY PROVIDING HOMES IN WHICH TO GROW, SCHOOLS IN WHICH TO LEARN, CLINICS IN WHICH TO BECOME HEALTHIER, RESEARCH INTO EMERGING PRACTICES, AND TRAINING FOR PROVIDERS AND PARENTS.

THE SUMMIT CENTER, INC. IS A PRIVATE, NOT-FOR-PROFIT ORGANIZATION APPROVED BY NEW YORK STATE TO PROVIDE EDUCATIONAL, THERAPEUTIC, AND SUPPORT SERVICES TO CHILDREN AND YOUNG ADULTS WITH AUTISM, SPEECH DELAYS AND DISORDERS, AND OTHER CONDITIONS THAT AFFECT DEVELOPMENT AND LEARNING. THROUGH ITS NETWORK OR SERVICES, SUMMIT PROVIDES SPECIALIZED SCHOOLS, HOME-BASED SERVICES, RESPITE AND RECREATION, EARLY INTERVENTION AND PRESCHOOL PROGRAMS, AND EXPERT CONSULTING. IN COLLABORATION WITH LOCAL COLLEGES AND UNIVERSITIES IT CONDUCTS APPLIED RESERACH AND TRAINS INDIVIDUALS SEEKING TO WORK IN THE AREA OF DEVELOPMENTAL DISABILITIES.

SINCE 1965 HEBREW ACADEMY FOR SPECIAL CHILDREN ("HASC") CONTINUES TO PROVIDE HIGH QUALITY SPECIAL EDUCATION AND THERAPEUTIC SERVICES TO CHILDREN WITH SPECIAL NEEDS. SERVICES ARE PROVIDED AT 4 SPECIAL EDUCATIONAL SCHOOLS AS WELL AS HOME AND COMMUNITY-BASED SERVICES.

THE MISSION OF THE NEW YORK INSTITUTE FOR SPECIAL EDUCATION IS TO PROVIDE QUALITY EDUCATIONAL PROGRAMS AND SUPPORT TO STUDENTS AND FAMILIES IN A SAFE CARING ENVIRONMENT TO AWAKEN AND INSPIRE STUDENT CURIOSITY, LIFELONG LEARNING AND FULFILLMENT.

Elim's mission is to be a ministry that enables individuals with special needs to achieve their highest God-given potential.

THE WATSON INSTITUTE HELPS CHILDREN WITH SPECIAL NEEDS ACHIEVE THEIR FULLEST POTENTIAL IN ALL ASPECTS OF THEIR LIVES.

HELPING CHILDREN AND ADULTS WITH DEVELOPMENTAL DISABILITIES ACHIEVE THEIR GREATEST POTENTIAL. WE ACCOMPLISH OUR MISSION THROUGH THE VALUES OF HOSPITALITY, DIGNITY OF WORK AND COMPASSIONATE CARING. AT BENEDICTINE, WE APPROACH "LEARNING" AS SOMETHING THAT DOES NOT END IN OUR SCHOOL PROGRAM BUT CONTINUES THROUGHOUT A PERSON'S LIFE. WE INSTILL A PHILOSOPHY OF LIFELONG LEARNING IN ORDER TO HELP PEOPLE ACHIEVE THEIR GREATEST POTENTIAL WHICH THEN LEADS TO THE MOST PRODUCTIVE AND MEANINGFUL LIFE POSSIBLE FOR EACH PERSON.

ENABLE ALL PEOPLE TO REALIZE THE WHOLENESS OF LIFE THAT GOD INTENDS. THIS IS ACCOMPLISHED WITH THE COMPASSION OF JESUS CHRIST & THE POWER OF THE HOLY SPIRIT, REACHING OUT TO MEET THE PHYSICAL, EMOTIONAL, INTELLECTUAL, SPIRITUAL & SOCIAL NEEDS OF THOSE WITH WHOM WE JOURNEY.

FOR OVER FIFTY YEARS, PHILLIPS PROGRAMS' SPECIAL EDUCATION DAY SCHOOLS HAVE SERVED STUDENTS FROM ELEMENTARY GRADES THROUGH HIGH SCHOOL IN NATIONALLY ACCLAIMED FACILITIES IN ANNANDALE AND FAIRFAX, VA, AND LAUREL, MD. PHILLIPS CAREER PARTNERS PROVIDES INTENSIVE CAREER AND TECHNICAL EDUCATION (CTE) IN A VARIETY OF CAREER PATHWAYS: BUILDING TRADES IN FAIRFAX AND LOUDOUN COUNTY, 3D DESIGN AND PRINT AT OUR VIRGINIA CAMPUSES AND CULINARY ARTS AND VERTICAL FARMING AT OUR MARYLAND CAMPUS. PHILLIPS FAMILY PARTNERS, A NATIONALLY RECOGNIZED PROGRAM, SERVES FAMILIES AND CHILDREN WITH DEVELOPMENTAL, EMOTIONAL AND BEHAVIORAL HEALTH NEEDS THROUGH HOME AND COMMUNITY-BASED COUNSELING, EDUCATION, FAMILY SUPPORT, ADVOCACY AND ABA SERVICES.

VARIETY CHILD LEARNING CENTER (VCLC) IS A 501(C)(3) NONPROFIT ORGANIZATION THAT PROVIDES PROGRAMS AND SERVICES THAT MEET THE INDIVIDUAL EDUCATIONAL, THERAPEUTIC, AND SOCIAL-EMOTIONAL NEEDS OF CHILDREN WITH AND WITHOUT DISABILITIES. PROGRAMS INCLUDE EARLY INTERVENTION, PRESCHOOL, UNIVERSAL PRE-K, EVALUATIONS FOR SUPPORTIVE SERVICES/ THERAPIES, CHILDCARE, AND FAMILY SUPPORT, ENSURING THAT ALL ASPECTS OF A CHILD'S DEVELOPMENT ARE ADDRESSED FROM AS EARLY AS SIX WEEKS THROUGH EIGHT YEARS OF AGE.

OUR PURPOSE IS TO FOSTER A LANGUAGE RICH EDUCATION THAT CONNECTS AND EMPOWERS DEAF STUDENTS SO THEY WILL SOAR INTO THEIR FUTURES.

LIGHTHOUSE SCHOOL IS COMMITTED TO UPHOLDING, PROTECTING AND ADVANCING THE BEST, LONG-TERM INTEREST(S) OF CHILDREN IN ALL OF ITS POLICY DEVELOPMENT AND SERVICE DELIVERY SYSTEMS. LIGHTHOUSE SCHOOL DOES THIS BY MAINTAINING A VERY POSITIVE, SUPPORTIVE AND GROWTH-ORIENTED CULTURE FOR ALL STAFF AND THEREBY MAXIMIZING THEIR MOTIVATION TO DIRECTLY AND INDIRECTLY PROVIDE THE HIGHEST QUALITY OF COMPREHENSIVE BIOEDUCATIONAL SERVICES POSSIBLE TO AS MANY CHILDREN WHO COULD PRACTICALLY BENEFIT FROM THESE SERVICES.

THE MISSION OF CURREY INGRAM ACADEMY IS TO PROVIDE AN EXEMPLARY K-12 DAY AND BOARDING PROGRAM THAT EMPOWERS STUDENTS WITH LEARNING DIFFERENCES TO ACHIEVE THEIR FULLEST POTENTIAL.

PROVIDE EDUCATIONAL AND THERAPUETIC SERVICES TO HANDICAPPED CHILDREN

Provide residential and mental health treatment to all gender identity types, ages 6-21, as well as educational opportunities and medical care. Gibault's mission is to provide life changing opportunities to children, adults, families, and communities. It is Gibault's belief that compassion, structure, engagement, education and therapy are at the foundation of changing lives. Gibault provides a place where youth are able to address the challenges that they are facing while remaining in a caring, compassionate and thereapeutic environment, where youth can learn to make healthier choices.

SEE SCHEDULE OTHE MISSION IS TO PROVIDE THE FINEST EDUCATION AND THERAPEUTIC PROGRAMS TO INFANTS, PRE-SCHOOL AND ELEMENTARY SCHOOL CHILDREN WITH A WIDE RANGE OF DEVELOPMENTAL DELAYS AND DISABILITIES. WE STRIVE TO HELP EACH CHILD WE SERVE ACHIEVE THEIR HIGHEST POTENTIAL, EDUCATIONALLY, EMOTIONALLY AND SOCIALLY BY CREATING A NURTURING ENVIRONMENT FOR THE CHILD AND A SUPPORTIVE FRAMEWORK FOR THEIR FAMILIES.

TO PROVIDE DAY AND RESIDENTIAL SPECIAL EDUCATION FOR CHILDREN WHO LEARN DIFFERENTLY.

TO OPERATE AT VARIOUS LOCATIONS WITHIN THE STATE OF NEW JERSEY, SCHOOLS TO PROVIDE EDUCATIONAL PROGRAMS SPECIFICALLY DESIGNED FOR CHILDREN WITH LEARNING DISABILITIES; TO CONDUCT EDUCATIONAL PROGRAMS FOR PARENTS OF SUCH CHILDREN, FOR PROFESSIONALS WHO SERVICE SUCH CHILDREN AND FOR PUBLIC SCHOOL OFFICIALS AND PERSONNEL, GOVERNMENT OFFICIALS AND LEGISLATORS WHO ARE CONCERNED WITH CHILDREN WITH LEARNING DISABILITIES, THEIR PARENTS, THE PROFESSIONALS WHO SERVE SUCH CHILDREN, THE PUBLIC SCHOOLS TO THE EXTENT THEY ARE CONCERNED WITH LEARNING DISABILITIES, AND GOVERNEMENT AND LEGISLATIVE OFFICIALS; TO RAISE FUNDS IN SUPPORT OF THE ABOVE BY CHARGING FEES AND TUITIONS FOR SERVICES AND BY SOLICITATION OF AND RECEIPT OF GIFTS AND CONTRIBUTIONS; AND TO DO ALL OTHER ACTS WHICH WILL, IN ANY WAY, FACILITATE OR CARRY OUT THE ABOVE.

TO PROVIDE EXCEPTIONAL EDUCATIONAL, THERAPEUTIC, BEHAVIORAL AND VOCATIONAL PROGRAMS TO INDIVIDUALS WITH SPECIAL NEEDS, TO GIVE THEM THE NECESSARY SKILLS TO LEARN, TO WORK AND TO LIVE SUCCESSFULLY WITH DIGNITY AND INDEPENDENCE.

TO PROVIDE EDUCATIONAL AND THERAPEUTIC SERVICES TO CHILDREN WITH DEVELOPMENTAL DISABILITIES.

JEMICY SCHOOL EDUCATES TALENTED AND BRIGHT STUDENTS WITH DYSLEXIA OR OTHER RELATED LANGUAGE-BASED LEARNING DIFFERENCES BY ADDRESSING BOTH THEIR INTELLECTUAL STRENGTHS AND THEIR LEARNING NEEDS. THE SCHOOL UTILIZES CREATIVE, MULTISENSORY, AND RESEARCH-BASED PROGRAMS AND TECHNIQUES TO DEVELOP READING, WRITING, SPELLING, MATH AND ORGANIZATIONS SKILLS; PROMOTE A LOVE OF LEARNING; AND PREPARE STUDENTS FOR THE INTELLECTUAL AND SOCIAL CHALLENGES OF COLLEGE AND LIFE.

TO IMPROVE THE LIVES OF CHILDREN AND FAMILIES BY PROVIDING A CONTINUUM OF COMPASSIONATE, MEASURABLE, AND EFFECTIVE BEHAVIORAL HEALTH, EDUCATION, AND SOCIAL SERVICES.

SCHOOLS FOR CHILDREN, INC. ("SFC") IS A NON-PROFIT ORGANIZATION THAT CREATES, OPERATES AND CONNECTS DISTINCT PILLARS OF INDEPENDENT, THERAPEUTIC, AND EXTENDED LEARNING PROGRAMS AND SCHOOLS. EACH OF ITS SCHOOLS AND PROGRAMS IS DESIGNED TO MEET THE UNIQUE LEARNING NEEDS OF THEIR STUDENTS IN A SUPPORTIVE COMMUNITY. THE RESPECTIVE PILLARS DRAW STRENGTH FROM THEIR COMMON FOUNDATION. DIVERSITY, EQUITY, INCLUSION AND BELONGING REST AT THE VERY CENTER OF THIS FOUNDATION. BY FOSTERING BEST PRACTICES, INNOVATION, FINANCIAL SUSTAINABILITY, INCLUSIVE COMMUNITIES, AND SPECIALIZED EXPERTISE, SFC ENABLES ITS SCHOOLS AND PROGRAMS TO EMPOWER ALL STUDENTS TO DEVELOP AGENCY AND BE ACADEMICALLY, SOCIALLY, AND EMOTIONALLY SUCCESSFUL.

LEAGUE SCHOOL FOR AUTISM IS DEDICATED TO EXCELLENCE IN AUTISM EDUCATION AND INDIVIDUAL DEVELOPMENT. WE EMPLOY A UNIQUE COMPREHENSIVE APPROACH EMPHASIZING ACADEMIC, SOCIAL, EMOTIONAL, COMMUNICATION, AND REGULATION SKILLS TO MAXIMIZE POSITIVE OUTCOMES FOR THE INDIVIDUALS WE SERVE AND THEIR FAMILIES.

TO PROVIDE QUALITY LEARNING OPPORTUNITIES TO INDIVIDUALS WITH PERVASIVE DEVELOPMENTAL DISORDERS SUCH AS AUTISM, AND SEVERAL OTHER DEVELOPMENTAL AND LEARNING DISABILITIES IN A SAFE ENVIRONMENT, AND TO OFFER SERVICES AND RESOURCES TO THEIR FAMILIES.

THE FRED S. KELLER SCHOOL WAS FOUNDED IN 1986 AS A MODEL SCHOOL BASED UPON THE COMPREHENSIVE APPLICATION OF BEHAVIOR ANALYSIS TO SCHOOLING, OR CABAS MODEL (GREER 1991). THE SCHOOL'S PHILOSOPHY IS ONE THAT APPLIES THE SCIENCE OF BEHAVIOR TO ALL ASPECTS OF SCHOOLING. THE SCHOOL IS NAMED IN HONOR OF DR. FRED S. KELLER, THE FOUNDER OF MODERN REINFORCEMENT THEORY AND A DISTINGUISHED EDUCATOR WHO HAS LED IN THE APPLICATION OF THE SCIENCE OF BEHAVIOR TO REFORM EDUCATIONAL PRACTICE. THE SCHOOL IS DIRECTED BY BEHAVIOR ANALYSIS SUPERVISORS, TRAINED IN SPECIAL, AS WELL AS ELEMENTARY EDUCATION, EARLY EDUCATION AND SOCIAL WORK. THE EXECUTIVE DIRECTOR, EI COORDINATOR, PARENT EDUCATOR AND PROGRAM COORDINATOR ALL HOLD CABAS BOARD CERTIFICATIONS AS WELL AS MASTER TEACHERS AND BEHAVIOR ANALYSIS SUPERVISORS. THE FRED S. KELLER SCHOOL IS CLOSELY AFFILIATED WITH COLUMBIA UNIVERSITY, TEACHERS COLLEGE. DR. R. DOUGLAS GREER, PROFESSOR OF EDUCATION AND PSYCHOLOGY AT TEACHERS COLLEGE, IS ONE OF THE FOUNDERS OF

TO PROVIDE CHILDREN, YOUTH AND FAMILIES WITH QUALITY, COMPREHENSIVE SERVICES TO NURTURE HEALTHY FAMILY LIFE AND ENHANCE COMMUNITY STABILITY.

NON-PROFIT SCHOOL FOR AUTISTIC CHILDREN, EARLY INTERVENTION ABA SERVICES, AND CONSULTING.

MARTIN DE PORRES SCHOOL FOR EXCEPTIONAL CHILDREN, INC. PREPARES YOUTH FOR LIFE BY HELPING THEM OVERCOME CHALLENGES, DEVELOP VALUES AND LEARN SKILLS WITHIN A DIVERSE COMMUNITY MARKED BY CARING RELATIONSHIPS, FAITH AND ZEALOUS EFFORTS.

LINWOOD CREATES THE POSSIBILITY OF EXTRAORDINARY LIVES FOR CHILDREN AND ADULTS LIVING WITH AUTISM AND RELATED DEVELOPMENTAL DISABILITIES BY PROVIDING EDUCATION, VOCATIONAL TRAINING, RESIDENTIAL SUPPORT, AND EMPLOYMENT OPPORTUNITIES.

TO PROVIDE PROGRAMS FOR CHILDREN AND ADOLESCENTS WITH LEARNINGDISABILITIES INCLUDING SMALL SOCIALIZATION GROUPS FOR YOUNG ADULTS.

THE MISSION OF THE PHOENIX CENTER, WORKING IN PARTNERSHIP WITH FAMILIES AND COMMUNITY, IS TO DEVELOP THE POTENTIAL OF EACH STUDENT WITH SIGNIFICANT DEVELOPMENTAL DISABILITIES AND THOSE ON THE AUTISM SPECTRUM AGES FIVE THROUGH 21 AND TO PROVIDE CUSTOMIZED, UNIQUE AND INDIVIDUALIZED PROGRAMS ALIGNED WITH THE NEW JERSEY STUDENT LEARNING STANDARDS. PROMOTING THE DEVELOPMENT OF THE WHOLE STUDENT, WE CARE FOR, EDUCATE AND EMPOWER OUR STUDENTS AND GRADUATES SO THAT THEY MAY DEVELOP LIFE-CENTERED SKILLS WHICH WILL PREPARE THEM FOR LIFE BEYOND THE CLASSROOM.

SUNSHINE COTTAGE SCHOOL FOR DEAF CHILDREN PROMOTES EARLY IDENTIFICATION AND INTERVENTION FOR CHILDREN WHO ARE DEAF AND HARD OF HEARING AND HELPS THEM DEVELOP THEIR MAXIMUM POTENTIAL THROUGH LISTENING, SPOKEN LANGUAGE, AND LITERACY.

OUR MISSION IS TO PREPARE CHILDREN AND ADULTS WITH DEVELOPMENTAL DISABILITIES FOR MAXIMUM INDEPENDENCE AND INTEGRATION IN THE COMMUNITY THROUGH INDIVIDUALIZED PROGRAMS AND SERVICES, IN KEEPING WITH THE PHILOSOPHY AND VISION OF OUR FOUNDERS. WE ARE DEDICATED TO SERVING OUR PEOPLE IN AN ATMOSPHERE OF DIGNITY AND COMPASSION.

TO CREATE WHOLENESS FOR CHILDREN AND YOUTH WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES THROUGH EDUCATION AND THERAPY IN EXTENDED FAMILY LIVING SO THAT THEY MAY BE BETTER UNDERSTOOD AND THEIR DISABILITIES MODERATED, THAT THEY MAY MORE FULLY UNFOLD THEIR POTENTIAL AND THAT THEY MORE FULLY AND MEANINGFULLY PARTICIPATE IN LIFE.