At New Leaf Foundation, every student’s unique personality, needs, and abilities are respected and considered. During the admission process, a comprehensive case history is collected, covering essential details such as age, type of disability, current medications, allergies, known triggers, likes and dislikes, home environment, family dynamics, and prior experiences in schools or care institutions.
As part of the initial assessment, students undergo basic evaluations of motor skills—such as holding a pencil or shaking hands—as well as cognitive assessments to gauge their ability to follow instructions and estimate their IQ level. This thorough understanding enables staff to design tasks that are well-suited to each student’s capabilities.
To ease the transition into the New Leaf environment, responsibilities are initially assigned within the student’s comfort zone. This helps them become familiar with the surroundings and establish trust with teachers. Gradually, new tasks and skills are introduced based on individual readiness and ability, ensuring a supportive and personalized learning path.
Students at New Leaf range in age from 18 to 40 years. Those between 18 and 25 are generally energetic, sociable, and eager to learn, though they still require substantial guidance. Students aged 25 to 35 tend to be more settled, while those over 35 begin transitioning into the adult group. This stage may include signs of slowing down—calmer demeanor, preference for solitude, and reduced physical activity. The daily schedule at New Leaf is thoughtfully structured to support each phase of this life journey.
Vocational training at New Leaf is designed with inclusivity in mind, using a task-based approach that divides complex processes into small, manageable steps. Each task is matched to the student’s individual strengths and capabilities.
For instance, in the soap-making program, the entire process is segmented into 10–15 distinct steps: measuring ingredients, mixing, stirring, boiling, pouring into molds, cutting, packing, labeling, and storing. Every student is given a task that aligns with their ability, ensuring that even those with minimal functional capacity can contribute meaningfully.
Group work is generally preferred by students, as it encourages a sense of belonging and shared purpose. The structured interdependence of each task fosters teamwork, mutual respect, and an understanding that everyone’s contribution is vital. When one member is absent, the effect on the workflow helps reinforce the importance of each role.
As students build confidence and develop skills, they are gradually given more complex responsibilities. This approach promotes continuous learning and personal growth in a nurturing, collaborative environment.
Children with autism and Down syndrome often display a natural affinity for rhythm and various art forms, using them as powerful means of self-expression and joy. At New Leaf Foundation, these creative outlets are not viewed solely as sources of personal happiness—they are embraced as tools for connection, growth, and societal engagement.
New Leaf goes beyond nurturing creativity; it provides platforms where these children can interact with the world around them. The foundation believes that greater exposure to nature and society fosters freedom, confidence, and independence in children with special needs.
Traditionally, many parents tended to shield their children, resulting in limited interaction with the outside world. These children often lived within a small circle of family and school, much like fish in a pond. New Leaf challenges this norm by advocating for broader opportunities—where children with special needs can showcase their talents and build meaningful connections with the larger community.
At New Leaf, the topic of sexuality in children and young adults with disabilities is approached with care, understanding, and deep respect. Recognizing that physical development often outpaces cognitive and emotional growth, the founders have made it a priority to support students through the challenges that accompany puberty and emerging sexuality.
Like all individuals, these young people may experience natural sexual urges and a desire for connection. However, limited intellectual understanding can make it difficult for them to interpret or manage these feelings in a healthy way. Exposure to media further complicates matters, as students see romantic behaviors—hugging, kissing, or holding hands—without always grasping the emotional context behind them.
Teachers at New Leaf step into nurturing roles that go beyond traditional education. They serve as mentors, friends, and emotional guides, helping students form meaningful relationships based on empathy and trust. The emphasis is not on suppressing natural urges, but on teaching respectful and appropriate ways to express affection.
Founder Kalika highlights that small gestures—such as holding hands, exchanging a hug, or offering a handmade gift—can provide a sense of love and belonging. These simple acts meet the emotional needs of students and help reduce the pressure that often accompanies unfulfilled physical desires. Most importantly, she emphasizes that students thrive when they feel secure, cared for, and accepted.
To reinforce this emotional education, New Leaf organizes thoughtful activities. On Valentine’s Day, for instance, students are encouraged to offer a rose to someone they appreciate. Often, the same rose is shared among friends, symbolizing mutual affection and inclusiveness. These moments become valuable opportunities for teachers to talk openly about emotions, love, and healthy expressions of care.
New Leaf’s holistic philosophy ensures that educators act as more than just instructors. Whether stepping in as a parental figure, a sibling, or a trusted confidant, they provide the emotional scaffolding that helps students navigate complex developmental stages with dignity, safety, and compassion.