"If it's a thing worth doing, it's worth doing well."
~ Euphonia and The flood, Mary Callhoun
Bellcate School, working with local school districts, enrolls a maximum of 30 students, ages 11-22. Since 2004, Bellcate has been an approved special education school that exists to serve students on IEP and 504 plans for the following disability categories:
- Emotional Disturbance
- Autism Spectrum Disorder
- Developmental Delay
- Specific Learning Disability
- Other Health Impairment
- Intellectual Disability
- Speech or Language Impairment
- Traumatic Brain Injury
Bellcate School utilizes a three-stage therapeutic model to support exploration, understanding and positive action. Our educational model provides best practices for achieving grade level proficiencies.
Bellcate School utilizes a three-stage therapeutic model that draws on a number of effective theories and strategies. This is not a fixed system, but rather a way of understanding change within a context. Bellcate School understands growth and change to be a slow and challenging process for anyone.
Read more about our three stage therapeutic model
The primary focus of the exploration stage is to build a strong therapeutic relationship as a foundation to facilitate and support growth and change. We use nonjudgmental acceptance and communicate empathy, respect, and genuine care so students can come to accept themselves and unblock their own natural potential.
Students are often ready to move into the Understanding Stage when they have developed strong, trusting, and safe therapeutic relationships with staff. The goal of this stage is to support students in constructing new insight and understanding. Staff assist students in determining their own role in their thoughts, feelings, and behaviors.
Thoughts and behaviors are learned according to learning principles and thus can be changed using the same learning principles. In the Action Stage, staff assist students in making decisions that benefit themselves. Staff refer to the stages of change model as a resource to further understand where the student is in the change process.