Special Needs Program

Round Star Foundation’s Special Needs Program uses soccer as a vehicle to teach life skills to public school children with developmental and intellectual disabilities including Autism Spectrum Disorders, Down Syndrome, ADHD and PDD-NOS, among others.

Working with the New York City Department of Education, we provide public students in District 75 with a developmentally appropriate curriculum designed by licensed educators and therapists. Our program promotes the complete growth of each child and encourages players to improve at his or her own pace while also using soccer as a vehicle to enhance peer interactions and provide a safe environment for players to increase their social potential.

Our low player-to-coach ratio ensures that students receive continuous support and personal attention.

Our Focus:

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DISTRICT 75 PARTNER SCHOOLS:

  • Manhattan:
    • M811
    • M811 HE
    • M811 HW
    • P138
  • Bronx:
    • P10X
    • P176X
    • P723X
    • Mott Haven High School
  • Brooklyn:
    • P231K
    • P369K
  • Queens:
    • P4Q
    • P75Q
    • P277Q
  • Staten Island:
    • P373

Objectives:

  • To work closely with the Department of Education and District 75 schools to devise a program suitable for children with special needs.
  • To work with children with both social and physical needs to help promote independent living, enhance self-image and improve their quality of life through soccer.
  • To promote five key developmental areas:
    1. Social Development: Enable children to develop positive interaction with coaches and peers.
    2. Motor Development: Develop children's motor skills, improve their physical movement and overall performance.
    3. Psychological Development: Increase the participant's motivation toward physical activities and help them gain independence.
    4. Language Development: Improve the participant's communication skills.
    5. Cognitive Development: Help children understand and follow multiple instructions.

Outcomes:

Participants have displayed:

  • A greater interest in increasing physical activity;
  • An increase in self-confidence;
  • Progress in task completion in both academic and non-academic setting; and
  • More independence as they learn life skills that support integration into community life.