Vision
Flowing River Resources is a not for profit organization currently directed by a group of volunteers that steer our vision.
FRR provides a wholistic healing and experiential learning environment for the whole child—head, heart, and hands—inspired by Waldorf Education, Spatial Dynamics), Camphill Movement, Ruskin Mill Educational Trust, and optimal therapeutic modalities.
We offer students a rich academic experience in subjects including History, Geography, Science, Arithmetic, Biography, Drama, Music, Art, and Language Arts. We integrate our academic work with movement education, spatial dynamics, gardening, woodworking, crafts, cooking, and handwork. Each day begins with movement, singing, or poetry and ends with painting, yoga, or massage.
Our experienced teachers meet each child where he or she is in his or her development, remove obstacles to learning, and work in close proximity until skills and capacities are developed. The special needs child is operating at different developmental and skill levels in different areas. At the same time significant capacities are ready to emerge. FRR places importance on identifying these and drawing from our program materials such that the child is met at each level appropriately. This often means mixing and matching materials from several grade levels.
Class size is limited depending upon need. This insures high quality experiences and individual attention while minimizing distractions and stress.
We accept children based on special need, development delay, learning challenge and our ability to meet these needs.
What do we mean when we say “special needs”?
We are speaking about the child who has a specific need that is not met in the typical structures we are providing for growth and development. In standard educational programs there are a huge range of needs and a growing number of students who do not have these needs well met. Flowing River Resources observes the whole child over a period of time. It is through observation, knowledge of child development, neuro-development, movement and spatial dynamics within rhythmic days that our students blossom.
The special needs child may have been tagged with a variety of labels. We do not perform assessments or give tests. We observe, nourish and assist in a label free environment. The special needs child is not progressing in a typical manner. He or she may be moving fast in some areas and slow in others or seem to be missing steps. Our approach contains several key elements: to accept each child as they are; fill in missed opportunities; recognize strengths; build bridges; develop capacities; mix and match materials according to need not age; support the student's movement in space and inward awareness of the movement.
Animal care and horse back riding
Student working with clay