AHRC of New York City
Overview
AHRC of New York City, an NCCRS member since October 2007, is one of the largest nonprofit organizations in New York City serving individuals with intellectual and developmental disabilities. It is governed by a Board of Directors, two-thirds of whom must be relatives of persons with developmental disabilities, working together with a staff of dedicated professionals.
The aim of AHRC's work has been to offer individuals with disabilities day to day living that is as rich, absorbing, and worthwhile as possible, with an emphasis on helping individuals live up to their maximum potential in the community. The vivid memory of a time not long ago when the developmentally disabled were treated as outcasts, has been an underlying force propelling AHRC to advocate for the rights of the disabled, to change legislation and public policy, and to develop programs for new and emerging populations that are underserved. In the past fifty years, AHRC has helped to create a life for people with developmental disabilities that did not exist previously.
AHRC currently serves 11,000 individuals with intellectual and developmental disabilities, and their families. The array of services offered to individuals and their families by the organization is unsurpassed.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information in the sidebar near the top right of this page.
Titles of all evaluated learning experiences
Source of Official Student Records
Descriptions and credit recommendations for all evaluated learning experiences
Minimum of 400 hours of supervised field experience (10 weeks) in a residential summer program for children with special needs; in addition, 50 hours of initial classroom orientation, lectures, and workshops, including 10 one-hour weekly sessions with course instructors and/or other supervisors to facilitate the application in the field of strategies introduced during the lectures.
September 2007 - Present.
Upon successful completion of the course, students will be able to: identify the learning and behavioral characteristics of mental retardation; identify the learning and behavioral characteristics of autism; break a task down into smaller components through the process of task analysis; use effective instructional prompts; apply meaningful and age appropriate skill instruction through the principles of functional routines and partial participation; identify common communication deficits in students with developmental disabilities; apply skill instruction strategies for verbal and augmentative communication; write behavioral objectives; complete a functional behavioral assessment in order to determine the function of a behavior and to target functional alternative skills for instruction; develop and implement a reinforcement system; identify strategies to ensure generalization of skills.
Research has long supported a multi-disciplinary approach towards skill acquisition in individuals with developmental disabilities. A combination of strategies from the fields of education, psychology and speech/communication has proven to be highly effective in assisting individuals with developmental disabilities to reach their learning potential. This course provides students with an overview of developmental disabilities. Students gain knowledge pertaining to the common deficits which impede skill acquisition. The course provides students with an introduction to research supported intervention strategies from the fields of education, psychology and speech/communication.
In the lower division baccalaureate/associate degree category, 6 semester hours (3 didactic, 3 field experience) in Special Education or Therapeutic Recreation; OR 6 semester hours in Camp Counseling, Outdoor Recreation, Group Dynamics; OR 6 semester hours as an elective in Education, Physical Education, Recreation, or Educational Psychology; OR 6 semester hours as Community Service; OR 6 semester hours as a general elective (10/07) (10/12 revalidation) (1/18 revalidation). NOTE: Credit should be awarded only once for either the Camp-based or Agency-based course of the same title.
