Campbell Library’s Newest Volunteers
Providing our students with meaningful opportunities to foster independence
is an important component of Morgan Autism Center’s programming. One
way we do this is by teaching vocational skills. Recently, two of our students
were given the opportunity to apply their skills in an important community
setting. Twice a month, they travel to the Campbell Library via light rail
where they perform tasks alongside librarians. They clean books that have
been returned and prepare them for re-shelving. While they visit, the
librarians teach them other skills such as how to take care of books and
where to put them once they are finished reading. Through partnerships like
this, our students are able to learn valuable skills that will help them be more
independent and participate in the community.
Field Day, Friendships and Fun!
For over 30 years, Morgan Autism Center has developed many partnerships with local
private schools as part of our reverse mainstreaming program. Students from these
private schools come visit with us and the interactions are unique and inspiring. Our
students are given the opportunity to interact with neurotypical peers while the other
students learn about differences and acceptance.
Recently, one of these schools, The Girls Middle School in Palo Alto, organized a fun
Field Day for our students complete with face painting, an obstacle course, photo
important skills such as communication by requesting their preferred snow cone flavor or colored balloon they wanted painted on their face. Our students had a great time playing games with their peers and making new friends. We are so thankful to The Girls Middle School for planning such a fun day and for creating a culture of acceptance.
Meaningful Moment Between a Mother and Son
Meet Gavin. Like all of our students, Gavin has a variety of functional goals he
works on throughout the year. One of these goals is to write letters and
deliver them to the mailbox at school. His letters usually go to a favorite staff
member, but on one particular day, he wanted to write to his mom. His
teacher, Claudine, took a photo of his note and sent it to her. It read, “Dere
Momy, I want to play.” Gavin’s mom, Vanessa, was thrilled to receive the note
and wrote back so Gavin would know she was thinking of him, too. She wrote,
“Dear Gavin, I want to play too! Let’s get balloons! Love, Mommy.”
That following weekend, Gavin and Vanessa went to a birthday party where
they played and even went out to buy balloons. We are thrilled when our
students initiate communication with meaningful partners, especially family.
We know our families experience so much joy out of these little, but all-important moments.
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