My mission is to explore how other countries around the world are dealing with education and special education issues.
I would like to visit and observe different types of schools that have proven records of success, wherever those schools may be. I would like to meet with school directors and administrators, government officials, leaders in the business world, and others who are responsible for implementing education systems or otherwise connected to education to learn more about how education is being addressed in their communities.
If you know of any remarkable schools in other parts of the world (especially special needs schools), please let me know about them. If you know of any education experts who are engaged in remarkable work in this field, please introduce me to them.
Please do not hesitate to share your thoughts or ideas regarding the above. Read more about my mission here.
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Friday, October 31, 2014
It was a pleasant drive from New York to Connecticut on I-95 on an overcast and crisp, but not yet cold, fall afternoon. Foliage lined the highway. I arrived at the Pinchbeck rose farm at about two o'clock in the afternoon. Cows grazed on the side of the road as we pulled up to the main entrance. We were greeted warmly by Tom Pinchbeck and Michelle Ouimette. I had hoped to observe the employees in action, but they had just left for the day. Tom and Michelle showed me around the premises. On the lot, there were two greenhouses, one of which was currently in use. The one greenhouse produces around 500,000 roses per year. Lilies are grown and sold as well, but those make up a much smaller share of the business. A high-powered boiler room provides a steady flow of steam to the greenhouse to maintain an optimal temperature.
The individuals with autism whom Roses employs are responsible for growing, monitoring, cutting, packaging, and shipping the roses, as well as for other aspects of the business. They are paid employees, not interns or volunteers - a distinction that Roses emphasizes to encourage ownership. Since Roses is an "inclusive" environment, most of the employees are "typically developing" people who serve as mentors to those with special needs. Students from local mainstream public and private schools volunteer at the rose farm. Profits from the sale of flowers are invested back into the business to cover employees' salaries, to fund scholarships and career training programs, and to ensure that the business can sustain itself in the future.
If Roses is the business part of the organization, Discover Learn Work is the training part. Individuals with autism and related disorders can enroll in Discover Learn Work for business training that may include coursework at college campuses, internship opportunities at various training sites, coaching through the job interview process, or support through gainful employment.
What I found particularly interesting is that Discover Learn Work works with local public schools to meet the needs of transitioning students who require vocational training. In New York, transition programs and vocational training are a huge unmet need. Discover Learn Work participates in IEP meetings to aid in developing transition goals, and works with IEP students to implement their transition goals at one of the Discover Learn Work training sites.
Roses is part of a larger parent company called Ability Beyond (http://abilitybeyond.org/about-us/), which is run by CEO Tom Fanning (http://www.rosesforautism.com/tf/) and operates in Connecticut and New York. Roses is a growing company with plans for expansion. Short-term goals include opening the second greenhouse and creating a stronger brand image. Long-term expansion plans are still taking shape.
On my way out, I purchased a few dozen short-stem roses and some lilies for the women in my family, who were enchanted by the scent and quality of the flowers.