My mom’s eye view-the Timothy School

The Timothy School

As part of our ongoing series on visiting APSs in our region, I’d like to tell you about our visit to the Timothy School in Berwyn. My standard disclaimer:

**Please keep in mind, that these opinions are my own, and as a mom. My son’s diagnosis, skills, abilities and personality are certainly unique to him. While it’s always good to gather different opinions, you owe it to your child to visit the facility yourself and make your own call.

What I liked: The staff was very friendly and seemed very knowledgeable. Even though it is an older building, it felt more new and modern. The class sizes were small and appeared to have decent ratios. The therapists I met seemed knowledgable and the entire staff seemed to really be engaged.

What did not appeal to me: It’s important to note that the Timothy School bills itself as an “autism school” and your child must have some type of autism disorder as their primary diagnosis. My son does not really fit into this category as he is multiple disabilities. There are many services that he needs that are not offered at this school-PT, feeding program, vision, O&M. As a real private school, they do not have to offer these services. And while they have a cafeteria where the kids eat lunch, no food is prepared on site. All lunches must be packed. Their student population is over 90% male, which I think is a consideration for those with daughters.

I think that the Timothy School may be the right placement for the right child, just not mine. It’s not set up to be a multiple disabilities school, which is what we need.

{Chester County} Private, APS and IEP placement options for students with disabilities.


  • Fine Motor Skills-Games, crafts and coloring activities are a great way to use and practice a child’s fine motor skills.
  • Speech and Language– Many parents seek out a language-rich environment for their child. Any activity can be an opportunity to use and repeat new words and language, mimicking sounds, new vocalizations and articulations.
  • Executive Functioning Skills– Depending on the game or activity, it can be an opportunity to practice executive functions such as working memory, sequencing, following directions, task initiation and more.
  • Handwriting and Fluency- This piggybacks onto the language skills a child needs, but with worksheets, coloring pages and games, they can be a low-risk opportunity to practice handwriting and fluency.
  • Practicing Previously Acquired Skills-Applying already acquired skills across all environments, bring the classroom teaching into the real world.
  • Sensory-Textures, sounds, taste, vestibular, interoception, anything!
  • Social Awareness-Practice traditional social skills in a safe environment, such as: joint attention, taking turns, reciprocating conversation, waiting politely, and more.
  • Gross Motor-If you’re in a new place, practice walking across uneven surfaces, new surfaces, inclines & declines, stairs, or increasing endurance.

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