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Accelerating Young Minds and Special Education
21740
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Accelerating Young Minds benefits diverse learners in Special Education

While the basic skills developed by the AYM curriculum are very important for younger students in general education, it is even more so for special education students of all ages. Not only is the content important, but the rich multimedia format in which the information is delivered is highly effective for all children particularly those in special education.  Computer-based cognitive training has been scientifically shown to help develop attention, memory, language and executive function. Gains made using cognitive training programs have also been shown to be widespread and long-lasting. Our programs were originally developed to address the common problems associated with autism, ADHD, and dyslexia but it is now apparent that they have much broader applications.

AYM Elementary Data Charts

The unique data collected by the program is particularly powerful for special education teachers and therapists because it can detect underlying deficiencies in auditory processing, visual processing, language processing and social cognition/communication that may be contributing to learning disabilities in school.

AYM programs can support IEP goals in the following areas

  • social skills
  • communication skills
  • engagement in developmentally appropriate tasks
  • motor control
  • cognitive skills
  • academic skills
  • sensory-perceptual skills
  • skills for success in accessing the general curriculum.

AYM serves both as a learning tool and an assessment tool that collects data on student performance in:

  • language development
  • perceptual abilities
  • social behaviors
  • fundamentals of literacy and numeracy.

  • "We see a huge difference in her (Peyton’s) reading comprehension, and her counting in math has been huge. She really is recognizing words so much better. It really is clicking for her.”

    Father of Peyton, Age 9 - Verbal, Low Functioning Autism

  • "The program helped my students build visual acuity, visual movement, listening, spatial/math skill and behavior"

    Susan, WA - SPED Teacher

  • “The diagnostic and prescriptive ability will allow me to spend more time honing in on the exact problem instead of trying to explain the entire lesson over again.”

    Delane Morley, Special Education Teacher, Suquamish Elementary School WA

  • "My student with ADHD has made marked gains in letter recognition and phonetic skills since using your program"

    Anne, WA - Special Education Teacher

  • "We believe the products they provide are a great additional tool for teachers to have in their classrooms for diverse learners"

    Rhonda Larson Executive Director, Student Special Services Coordinator Auburn School District

  • "Special Education Students showed outward acts of kindness, caring and compassionate than before using the program."

    Cindy Sherrod, Special Education, Auburn School District

  • "Teachers stated that when students are engaged with the program it allowed for more individual time with the remaining students and reduced behavior problems in the classroom."

    Cindy Sherrod, Special Education, Auburn School District

  • "I teach first graders and it is always interesting to figure out how to control the impulse behaviors of some students. One of my first grade boys struggled with impulse behaviors since the beginning of the school year. He had to be separated from most of the class because he was a distraction to others. He spoke out of turn often, picked fights with others at recess and was not focused on his school work. I decided to have this student spend 30 minutes a day on the AYM program. Right away, I began to see a marked difference in his behavior and academic focus. This student is now a pleasure to have in the classroom. He is now sitting with the rest of the class and has drastically reduced his impulse behaviors. It is so exciting to see this huge transformation in such a short time."

    Tiana Waterbrook -Kent School District, Washington Sate

  • "Even the music teacher noted unusual behavior changes in the special education class students. She said that all of a sudden they were very interested in helping each other and the grown ups around them."

    Rhonda Larson Executive Director, Student Special Services Coordinator Auburn School District

  • "Peyton made remarkable academic gains from AYM, she went from not reading to reading in a matter of weeks. Peyton is learning from her mistakes as she moves through AYM. She has also shown more outward caring for others and is more willing, ready and organized to help. Peyton became more willing to take risks and try new AYM activities. Her frustration is more under control these days."

    Teacher of Peyton, Age 9 - Verbal, Low Functioning Autism

  • "Tremendous help in monitoring the intellectual growth of my kids"

    Mrs. Morley, WA - Special Education Teacher

  • "I notice that he processes language faster now. He is responding to other people more"

    Maureen, ND - Parent of a child with Sensory Processing Disorder

  • "Parents of students commented that “It was very reinforcing as a parent to see the skills gained and improved confidence with many tasks.”

    Cindy Sherrod, Special Education, Auburn School District Auburn School District

AYM offers a Multi-modal Learning Environment

The AYM programs are brain-based, meaning that they are designed around the way the brain is attracted to and retains new and useful information. Handheld devices and computers provide the unique capability of an interactive, multi-modal learning environment. Students learn through seeing, hearing and reading simultaneously. Involving multiple senses in this way results in better retention and recall. Moreover, when neurons in distant regions of the brain “fire together” or get activated simultaneously, they are said to “wire together”- building long-range connections. These long-range neurological pathways are vital for complex functions such as language, self-regulation, and decision-making. The interactive nature of the program combined with its ability to offer one-on-one, direct, guided instruction, adds further effectiveness as a teaching tool, especially for special education.

This type of multi-modal or multi-sensory learning has been shown to be more effective than text-based sequential learning.  In AYM programs 90% of the stimuli presented are real-world natural pictures, sounds, and voices which is scientifically proven to be superior to cartoon/virtual stimuli.