What I Learned from the Higashi School: A Multi-dimensional Approach to Educating the Neurodiverse

By Karen Kaplan, MS

The Boston Higashi School, founded by Dr. Kiyo Kitahara of Tokyo, Japan, was started in 1987. It was a school that opened my eyes to a more multi-dimensional approach to those on the autism spectrum and other neurodiversity. Dr. Kitahara’s goal was to help these children reach their highest level of independence and dignity, and to contribute to the world they lived in. Dr. Kitahara passed away in 1989, just before my visit. But her legacy was being carried on.  My visit helped me design my residential program, the Kaplan Foundation, which I founded and directed for 20 years.

Dr. Kitahara called her philosophy the Daily Life Method. She believed every child needed to develop their physical abilities and stamina.  She believed that addressing this area strengthened concentration, health, mood, and awareness, without the use of medications.  Today, we assigned a physical therapist and an occupational therapist to everyone’s team so that fine motor, motor planning, strength, balance, sleep, sensory overload, health, and stamina are addressed.  Sensory diets are even created today What is a sensory diet? - The OT Toolbox .

Emotional stability was the second area she made sure was addressed for everyone. She insisted on creating a safe, trusted, and structured environment where adults and children could develop positive relationships. Today, we use the Zones of Regulation Self-Regulation Curriculum. Today, we refer to the TEACCH Model Home | TEACCH® Autism Program to identify many of these supports that support emotional stability. Today we explore Carol Gray’s, Social Story Carol Gray – Carol Gray – Social Stories method to address anxiety and prepare individuals for change. The Kaplan Foundation used the TEACCH model and Social Stories to help reduce anxiety and build comprehension.  Daily life was structured and made visual to all children.

Today we encourage our parents and teachers to teach mindful and calming strategies like Yoga Super Duper Publications | Yogarilla® Exercise and Activities Yoga Fun Deck | Occupational Therapy Flash Cards | Core Strength and Balance Training | Educational Learning Resources or Children: 9781586508609: Amazon.com: Toys & Games , Asanas for Autism and Special Needs: Hardy, Shawnee Thornton: 9781849059886: Amazon.com: Books  and Breath & Relaxation Work Breath work for autism - Search Videos.   At the Kaplan Foundation students engaged in a wide variety of physical exercises from running to swimming to skating to jumping high on the trampoline.

Dr. Kitahara also laid a strong foundation for intellectual stimulation/ cognitive growth. Students studied a broad-based, age-appropriate curriculum. Integrating literacy, math, science, social studies, technology, and the arts (consisting equally of music, art, and physical education).  Students experienced a wide range of subjects to engage their minds. Today we have TEACH TOWN  Leading Special Education Curriculum Software - TeachTown and Unique Curriculums Unique Learning System | Specially Designed Instruction to help address the difference in cognitive abilities.  Making Math Real Making Math Real-based Approach | Eckstein Learning Solutions | Half Moon Bay is used today to address math. LindaMood Bell Lindamood-Bell Instruction for Reading & Comprehension to address reading.  We also have a large variety of technology to address cognitive growth.  SMART Boards for classrooms enhance collaborative learning | SMART Technologies , Promethean | Interactive Displays & Software for Education & Workplace. 

The Higashi residential program focused on developing self-help, recreation, and leisure skills. Students enjoyed frequent community outings, such as trips to museums, the YMCA, bowling, movies, hiking, shopping, and dining at local restaurants.  All my students, residential and day, at the Kaplan Foundation engaged in a wide variety of community events, activities, and sites (parks, zoos, cafes, sports centers, library, museums, biking, running, swimming, skating, etc.)  All Kaplan residential students learned to make and strip their bed, set the table, clear, brush their teeth, shower, comb their hair, do laundry, hang up their clothing, vacuum, sweep, wash dishes, put them away, and prepare snacks and parts of their meals.

All parents of residential children at the Kaplan Foundation were required to make several observations of programming during the year, take their children home once a month, and host staff in their homes to help them learn how to transition skills learned at Kaplan into their own homes. Dr. Kitahara and I both believed that parents understanding, knowledge, and experience were key to their son or daughter leading a more independent and positive life.

Today, when I work with families, I ask many questions that relate to my understanding of Dr. Kitahara’s methods.  Teachers, parents, and therapists need to understand how the individual sleeps, the side effects of medications, whether their nutrition is being addressed, and what exercise the person is engaging in. We must ask whether they are required to make choices, learn all their daily living skills, or whether parents are doing everything for them?  Are parents taking their children to a wide variety of social and creative events and activities? Are teachers, therapists, and parents identifying what upsets their emotional stability?  What frustrates them?  What fears and confusions do they have? Are they then designing a life that presents some calming interventions and strategies?  Is everyone understanding their intellectual strengths and challenges and finding ways to expand their knowledge and understanding so they can engage optimally?

I believe it is also extremely important to identify all interests and enthusiasms of the individual (explore Dr. Barry Prizant’s work), Uniquely Human – Dr. Barry M. Prizant, and find a way to use those to expand cognition, develop social interactions, and perhaps even lead them to work or higher education in the future.

Thank you, Dr. Kitahara, for your fantastic work. Thank you for helping so many families have hope. Thank you for helping me design my own Karen Kaplan Approach.

Karen Kaplan, MS, is a native San Franciscan. She completed her bachelor’s and master’s degrees at Arizona State University, Tempe, Arizona, in speech pathology and audiology. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for schools for 20 years before opening her own residential and education program for students with autism. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 years directing private schools for those with autism and similar learning challenges.

Karen founded a non-profit, Offerings, which helps cultures globally to understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an annual Autism Awesomeness event. She is currently consulting, helping families, schools, and centers for children, teens, and adults. Karen has authored three books: Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, and Typewriting to Heaven… and Back: Conversations with My Dad on Death, Afterlife and Living  (which is not about autism but about having important conversations with those we love).

www.karenkaplanasd.com