The Zimmerman School House Story

      The Zimmerman School House is the culmination of a dream that began eight years ago with the birth of our daughter Abigail. It was to be a time of new beginnings and unbridled joy. You know, the perfect birth. However, Abigail was born with global developmental delays. When she was eight months old, the doctor told us she would never possess logical reasoning or thinking abilities. He also told us she would be stuck developmentally at eight months of age. In other words, she would never learn and never progress.

      For the next few years we provided Abigail love and therapy in an effort to help her lead the best life possible. When she was three we enrolled her in the public school system -- where she was placed in a “developmentally-appropriate setting”. We envisioned her in a stimulating environment surrounded by teachers and therapists as well as other children who had special needs like our Abigail. Instead, when we visited, we discovered too few teachers and aides and very little stimulation. One little girl, who was tied into her wheelchair, cried unconsolably. No one came to wipe the tears that ran down her little face. That child could have been our daughter and we knew there had to be a better place for Abigail. 

      We brought Abigail home and vowed to surround her with the therapists and teachers that she deserved. I decided to create an environment that would serve her needs and knew that part of that would involve me becoming a teacher and therapist as well. But I couldn’t do this alone. We hired wonderful people to help us and I set about learning all that I could. I already had some background in early childhood education, some medical school coursework, and training as an E.M.T to draw on, but I needed to know more. I spent three months at Johns Hopkins Kennedy Krieger Institute and then spent two years training with a behavioral therapist every day. I focused on medical issues, rehabilitation concerns, and behavioral strategies. I also studied education and school readiness skills. I was doing all of this for Abigail who would surely benefit, but somewhere along the way this journey took on greater importance.

      Throughout this process I began to speak to other parents who expressed their desire to provide their children a nurturing environment they would thrive in. The problem was they were unaware of other opportunities for their children and when presented with one, were unable to afford the cost. Perhaps a mainstreaming option in the public school system wasn’t for every child and certainly not if the goal was to encourage these children to shine and blossom. But these types of special schools didn’t grow on trees and cost was certainly an obstacle to overcome for most parents. I became convinced that certain children like Abigail needed much more than the public school system could offer to help them be everything they could be. 

      Many parents of children like Abigail reported a lack of caring in the “school” environment and universally they talked about how they were discouraged from visiting during the school day or participating in any way. I sympathized but I also knew through my training and new-found knowledge that parental involvement was critical from two perspectives. 

      I knew that each time a parent entered a class room and spent time with their child, the parent had the opportunity to work within a consistent environment created by the trained team that surrounds their child on a daily basis. And consistency was key. I knew this because this was how I learned to teach and care for Abigail. You see, it wasn’t just her behavior that needed to change. I needed to be taught too.

      When she would throw a temper tantrum by hitting and inflicting pain on herself, I found myself responding just like most parents would do, but once I learned behavior modification and the brilliant use of positive re-enforcement, I was able to re-direct her energy and emotions through better communications techniques. These were simple changes that have made quantum differences in our lives.

      These strategies, my love for my daughter, and my passion for creating an environment that doesn’t just maintain but rather nurtures children like Abigail is what I bring to the Zimmerman School House. Throughout my effort to help my daughter live the best life possible, I have learned the miracle of immersing children in a program that addresses their medical, physical, and behavioral requirements and doing so with the joyous and active participation of their parents.

      Making The Zimmerman School House accessible to all children who need it is an on-going challenge for us. We have set the tuition at a level that covers only part of each child’s education and care. The balance is provided through the generosity of donors. Additionally, we have launched a scholarship fund for those children who otherwise could not attend. 

      The Zimmerman School House offers an environment that surrounds children with the best teachers and aides at a ratio of two to one. Each day a trained therapist – rotating from behavioral, speech, physical, and occupational— will work with the children. The classroom is center-based and will provide the opportunity to ensure the development of short term and long-term goals for each child. And not only will parents be welcomed in the classroom, but they also will be encouraged. All with the express goal of fulfilling our mission of helping each child to “Live, Laugh, & Learn”. Because every child deserves that.

      This dream that started with the birth of my beautiful daughter Abigail has now evolved into something bigger. It is no longer about one child but about many. Our little school, The Zimmerman School House will touch many lives, and it won’t be just about one little girl’s bright future, but about that of many others in our community. A new beginning. Again. But this time we’re ready for it.