At STARS we adhere to many long-standing principles associated with Universal Design for Learning. It is our belief that the presence of an impairment does not automatically render the presence of a disability. As such, consideration of the environmental setting and communication demands within a variety of contexts must be taken into account to ensure that said settings and demands do not unnecessarily contribute to the development of a disabling communication impairment; disability is not located in the self, but in the structures and systems that unnecessarily marginalize and oppress. Via the creation and implementation of progressive speech-language therapy programs, we endeavor to establish communication enrichment programs within the framework of a maximally supportive learning environment thereby minimizing limitations and maximizing opportunities.

Envisioning therapeutic services as a partnership we, at STARS, promise to create developmentally age-appropriate learning environments that readily engage children in active exploration, as well as provide instruction that builds upon each child’s unique strengths and abilities. After all, we are not reshaping circles to fit into square pegs. We are creating possibilities.