celebrating neuro & physical diversity with pockets of potential and the basic human need for self actualisation.

Everyone derives satisfaction from certain activities, playing a unique role in the larger tapestry of our collective endeavors. Our program encourages individuals to participate in diverse activities, enabling staff to interact and evaluate their strengths and abilities. This approach focuses on identifying what brings satisfaction, enjoyment, and a sense of fulfillment, ultimately guiding individuals towards self-actualization.

Self-Actualization represents the pinnacle of individual functioning at the top of Maslow's Hierarchy of Needs Triangle, where daily activities bring deep satisfaction and fulfillment. This concept extends from the micro level—where personal strengths and innate tendencies align with everyday tasks, to the macro level—reflecting an individual's role in broader societal structures. Whether engaging in creative pursuits like painting, weaving, or designing, or practical tasks such as building or fixing, or problem-solving, these activities resonate with our core being, fostering a sense of accomplishment and a state of flow. This journey of self-actualization enhances personal fulfillment and connects us to larger entities such as family, community, or even larger societal roles. It is about finding our unique place in the world and understanding how our daily contributions fit into the broader tapestry of life.

• Preserve Dignity
• Celebrate Satisfaction
• Challenge Competency
• Promote Independence
• Facilitate Self Actualization

There are four unique phases in an individual's care development. Our attention is directed towards stages 2 and 3 of their development, transitioning them from fulfilling their fundamental care requirements by linking their Personal Care Plan with Vocational Training, if applicable to their level of functioning.

1. Care Plan – basic needs.

2. Programming – Our program encourages individuals to participate in diverse activities, enabling staff to interact and evaluate their strengths and abilities. This approach identifies what brings satisfaction, enjoyment, and a sense of fulfillment, ultimately guiding individuals toward self-actualization.

3. Self-Actualization – Individuals derive satisfaction from certain activities, playing a unique role in the larger tapestry of our collective endeavors.

4. Vocational Training – the ability to function independently within society.

Bridging the Gap between the basic Care Plan and Occupational Skills

In designing a curriculum that caters to adults with disabilities while benefiting society, we aim to align with Maslow's Hierarchy of Needs. Our curriculum bridges the gap between basic care plans and occupational skills, ensuring individuals experience daily satisfaction and fulfillment. We recognize that lower-functioning individuals often seek satisfaction while higher-functioning individuals aspire for fulfillment. Achieving a balance between the two is essential for holistic growth and well-being.

Connection is the Key between the Microcosm and the Macrocosm.

While we acknowledge the necessity of fulfilling grant requirements, attracting clients, and appealing to sponsors for funding, we are committed to serving as the vital link between these worlds. Our approach emphasizes micro-level connections and unwavering precision in attentiveness to individuals. Without genuine connections, all other endeavors lose significance, becoming merely about external interests and agendas. Our foremost agenda will always be rooted in our commitment to providing profound daily satisfaction, fulfillment, and love to everyone we aim to serve.

The Spectrum Scale and Balance between Satisfaction & Fulfillment

Understanding the scale between satisfaction and fulfillment is crucial. Prioritizing satisfaction is fundamental for those with lower functioning capacities, ensuring their basic needs are met. Conversely, individuals with higher functioning capacities require fulfillment to feel truly satisfied. Neglecting either aspect can lead to a sense of loss or unmet potential.

Satisfaction

Satisfaction is derived from finding deep enjoyment in simple activities. It encompasses various pursuits such as problem-solving, organizing, creativity, repetitive tasks, working with hands, music, nature, numbers, and administration. Recognizing and fostering satisfaction in these areas is essential for personal well-being.

Fulfillment

Fulfillment involves reaching one's maximum potential, exercising talents, and engaging with challenges that contribute to personal growth. It includes becoming a part of the larger whole, expanding oneself, mastering abilities, and contributing to society. Even small achievements can lead to a sense of pride and self-worth when individuals are supported in reaching their fullest potential.

Curriculum Core Values Implemented

By incorporating elements of both satisfaction and fulfillment into our curriculum, we strive to create a supportive environment where individuals with disabilities can thrive. This approach not only meets their immediate needs but also empowers them to contribute meaningfully to society, fostering a more inclusive and fulfilling community for all.

Each activity within our diverse programs is meticulously crafted to encompass the development of the five essential skills we hold central to everything that we do:

Concepts: Encouraging understanding of what, how, and why behind each subject or task.

Motor Skills: Fostering hand-eye coordination, muscle memory, memorization, and the ability to follow processes.

Self-Regulation: Promoting the capacity to regulate behaviors, increased awareness of group dynamics, and appropriate responses to others.

Teamwork: Cultivating awareness of others' needs, interpersonal interaction, assistance, guidance, cooperation, relationship-building, understanding of limitations, consideration, and effective communication.

Activities of Daily Living: Integrating practical skills such as cleaning, washing, tidying, organizing, folding, putting away, following instructions, planning, and execution into the daily routine.

 Our curriculum emphasizes the importance of cultivating the right environment for effective engagement and learning. Through our experience, we have recognized that a conducive environment is essential for enhancing motor skills, neural harmony and coherence, and memory retention. Our goal is to establish a relaxed and inclusive atmosphere where residents can function harmoniously, both physically and mentally, allowing them to process movement and information effectively.  This platform enables the harmony between body mind and emotions to work coherently together, maximizing satisfaction and fulfillment levels, and in doing so we facilitate their journey toward self-actualization. 

Key Principles:

Environment: We prioritize creating a conducive setting that promotes relaxation and inclusivity, fostering optimal learning conditions for all participants.

Integration: Our approach integrates physical and mental well-being, recognizing the interconnectedness between movement, cognition, and emotional satisfaction.

Engagement: By providing a supportive environment, we enhance residents' ability to engage with our programs, leading to increased levels of satisfaction and fulfillment.

Development: Our curriculum is designed to support residents' holistic development, nurturing their journey toward self-actualization and personal growth.

Through our holistic approach to learning environment design, we aim to empower residents to thrive both physically and mentally. By prioritizing relaxation, inclusivity, and engagement, we create an atmosphere where individuals can maximize their potential and enjoy meaningful learning experiences. This commitment to holistic development ensures that residents are always supported in their journey towards self-actualization.

Self Esteem Feedback Loop

1. Applause and affirmation during classes

2. Acknowledgement when an individual knows something and can teach that to others. 

3. Encouragement of leadership where possible.

4. Acknowledgement as the creator of an idea.

5. Involved in the expansion of an idea that works.

6. Input and participation in all aspects of the larger whole.

7. Reassurance that input is valid and useful.

8. Appreciation for everything that is offered and gratitude for the heart that it comes from, used or not.

Personal Belief System Process

1. I might

2. I will

3. I can

4. I do

5. I did

6. I know.

At the program's outset, an education consultant will construct an individualized connection profile for each resident. This profile is tailored to reflect the resident's unique preferences and connections. Information from the resident's Personal Care Plan, input from their primary case worker and observations of their bedroom and home environment, are used to create a particular and personalized profile. This profile aids educators in identifying connections for the resident within each activity. It encompasses a range of details, from simple preferences such as favorite colors or animals to more complex considerations such as physical, mental, and psychological limitations, responses to various stimuli, and levels of engagement with activities.

A comprehensive individual report will be generated for each resident, providing a detailed overview of the development of each skill set on a weekly basis and throughout the entirety of the program. This report tracks each resident's progress and growth, offering valuable insights into their advancement in various skill areas over time.