"Rachael has been working with Drew for a couple years, and this summer has worked with him specifically to impact growth in social ability and get him ready for middle school. She has great enthusiasm for what she is doing, and is very creative in her approach to brainstorm ways in which a child could be taught to “blend” in the school setting as well as social settings.
Rachael thinks “outside the box” in helping AS kids. Her idea of peer models is an revolutionary, practical teaching method to help AS pre-teens and teens learn the skills needed to navigate the complicated school setting in a way in which the teen responds. After the summer, family members have noticed a difference in how Drew carries himself. He has gained some confidence in understanding some of the social rules and even what may be ahead of him in the school setting. She is not afraid to deal with very practical issues of body language, phrases used among teens and boy/girl relationships.
Her expertise has been a great blessing to us as we continue to help our son navigate through life."
-Lisa Cameron, Parent
"When Rachael came into my son’s life, he had just finished third grade. He had also just exhausted his fourth aide, fourth behavior support specialist, and essentially warn out his “welcome” at the local public school. Rachael was able to inconspicuously observe my son, make astute and accurate observations and implement, for the first time, successful behavior plans. Additionally, Rachael was able to instantly and permanently establish a rapport with my son where no one before or since has succeeded! Rachael’s expertise extends beyond my own child. Children as young as five and as old as fourteen have benefited from Rachael guidance. Rachael has a knack for knowing how to connect with children who have so many different temperaments. She is able to establish and maintain the trust and confidence that is essential to working with children on the spectrum. While many can talk of social skills development, Rachael is able to teach it, and promote it not just to the students/children “on the spectrum” but to the benefit of I any child who walks through her door. It is both a pleasure and a testament to see so many children blossom in the environment that Rachael creates—through fun activities like K’NEX Club, Lunch Bunch, Connections, or social skills camps."
-G. Smith M.Ed.
Mother and School Psychologist
"On behalf of the Preschool at Tiferet Bet Israel, I want to thank you for the opportunity to get involved with the ASD Spectrum Project. It was at the conference at Gwynedd Mercy College that some of our staff were introduced to the Project.
Rachael Simms and Adele Sacarelli have provided support beyond our expectations. Their observations and advice have been invaluable in our accomodating our early childhood education program to the needs of children on the autism spectrum.
Their suggestions have helped with classroom management for all children. All of the children have especially gained from their lessons. For example, the value of not being a Space Invader has now become part of the classroom culture. When we mention a concern, they are ready with a custom lesson or social story. We are looking forward to a lesson about bullying.
Rachael and Adele have made themselves available to parents and teachers. They presented at our Back to School Night. They are sensitive about commenting on classroom practices. They are willing to speak with teachers and assistants. The mentoring program continues to encourage the teachers and sharpen their skills.
Our involvement with Rachael Simms and Adele Sacarelli continues to enhance our ability to do our job as early childhood professionals."
-Preschool at Tiferet Bet Israel
"Since my son went through the mentor program his relationship with brother (with ASD) has improved .. greatly improved... "
-Maria Kuhns
“The greatest achievement that I’ve made in fifth grade is getting better at my social skills. At the beginning of the time I was here I barely had any friends and I would do stuff that was not expected for my age. But when I stared taking social skills classes with Ms. Simms I started getting better at making friends and do stuff that is expected for my age. I am proud of myself for doing that and for working at it still. So I say thank you to all the teachers that I’ve had through the years and to Ms. Simms.”
-Sam, 5th grader
“My son was having difficulty integrating with peers. He often used inappropriate ways to get kids to play rather than ask (e.g, play too close or interfere without saying anything). Now he is understanding better that you have to communicate and ask if others are interested in playing. He is also beginning to understand that you need to conform in a team sport.”
--Parent of child diagnosed with Asperger’s Syndrome.
“My son had a hard time socializing with other children and did not want to participate in activities or if he did, they ended badly. Now, when we go to Teamwork Wins’ Connections Camp, he never wants to leave. In fact, he wants to know when he will be back! My son feels accepted in this group of children and can relax and be a kid!”
--Parent of child diagnosed with ADHD.
“My children are better self advocates as a result of building their individual self-esteem in programs at Teamwork Wins!”
--Parent of children diagnosed with Asperger’s Syndrome.
“My daughter had no awareness that her actions were being portrayed as flirty to boys and all she wanted was to be friends. Connections Camp helped her with learning how her facial expressions and actions can be misconstrued. Also how she presents herself, i.e. clothing, cleanliness, etc., is important.”
--Parent of teen diagnosed with Asperger’s Syndrome.
“My son is more aware of his conversational topics when speaking with peers. He can be easily prompted to "stop blabbering" when he goes off on some tangent in which others aren't interested. His time at Summer Connections Camp helped him with this.”
--Parent of child diagnosed with Asperger’s Syndrome.