Great Lakes Collaborative for Autism

Autism Model School

3020 Tremainsville Rd.
Toledo, OH 43613
(419) 897-4400

For more information contact: Mary Walters


The school, in partnership with parents and the community, will provide a nurturing environment, and develop the full potential of differently-abled students within the Autistic Spectrum Disorders using a multidisciplinary approach addressing individual needs.

Autism Model School Believes:

  • The only appropriate education is an effective education.
    Parental involvement and participation is crucial in a child’s development.
  • Educational programs should be held accountable to produce outcomes that are socially valuable, functional, and acceptable.
  • A working relationship between school and home is critical to the success of a child’s education.
  • If the child cannot learn by the way that we teach, then we must teach in a way the child can learn.
  • Behavior in any form, is communication.
  • Everyone belongs

The Autism Model School provides a humanistic learning environment for children with Autistic Spectrum Disorders. Educational and scientific research indicates that highly structured, intensive education, especially in the early grades and preschool is the most appropriate teaching method for students of this population. Research also indicates individuals with these disorders benefit most from a multifaceted approach to learning.

In a collaborative effort with parents, The Autism Model School has developed an innovative program to accommodate the individual needs of each student. Each aspect of the program represents a continuum of services and environments from the most restrictive, to transition to a regular education classroom.

Together with parents, The Autism Model School provides each student with an individualized education program. The programming combines systematic instructional techniques based on the principles of applied behavior analysis, visual cueing systems, communication training, sensory integration, and direct social skills instruction.

Several grouping are taken into account. They include age, cognitive ability, severity of behavioral symptoms, and need for structure. Classes emphasize the development of communication, self-help, independence, social motor, sensory integration, and cognitive skills. Strategies employed are based on the unique learning characteristics of each individual.

Reading, mathematics, and handwriting are part of the curriculum when students demonstrate the prerequisite skills. Specifically, the “Edmark Reading Program”, “Touch Math”, and “Handwriting without Tears” are implemented with this population.

Great emphasis is placed on staff training and development. The school recognizes and supports ongoing training in research-based educational practices with measurable positive outcomes.