JUST TO HEAR 'I LOVE YOU...' SPECIAL AUTISM CLASS A HIT WITH KIDS, PARENTS.

Byline: Jennifer Radcliffe Staff Writer

NORTH HOLLYWOOD - Teacher Sheri Rubolino dreams of having a class full of motor-mouths and chatterboxes.

But for now, she settles for the simple ``Hi's'' and the wide smiles that come more easily for the eight autistic students in her class at Rio Vista Elementary School.

After all, some of these preschoolers and kindergartners avoided eye contact, didn't speak, wore diapers and were still being bottle-fed when they entered her class.

``They all came in nonverbal so they're really making progress,'' said Rubolino, who teaches one of the 10 classes the Los Angeles Unified School District offers as part of its Intensive, Comprehensive Autism Program.

About 80 children attend classes such as Rubolino's at six campuses, including Melvin Avenue School in Reseda and Parthenia Street School in Sepulveda. Demand for such programs is on the rise as the district struggles to educate a record 4,000 autistic children, said Debra Moss, an LAUSD autism specialist.

``We're expanding them as long as we have qualified teachers,'' Moss said. ``Our goal is actually to have one in every single district.''

By putting the resources and effort into early intervention, educators hope the children will make more significant strides and won't require as much support from society.

North Hollywood resident Kevin Gregg said Rubolino's class has made all the difference for his 4-year-old son, Duncan.

``He's calmed down a lot. There's a lot more focus and attention,'' Gregg said, as he watched his red-headed son practice matching shapes. ``He used to be like a daredevil all the time. He'd climb the bookshelves. He'd run out the door. It was like he had so much extra energy.''

Children with autism usually have senses that are either over- or under- stimulated. This can make it tough for children to talk, socialize and perform other everyday activities. They sometimes turn to misbehavior or repetitive behavior as a way to cope with their environment.

Rubolino and her four aides use a number of behavioral techniques and sensory activities specifically designed to help autistic children learn to communicate. They teach pupils to use picture cards or sign language, all the while urging the children to use their voices.

``I think what really makes this program is the intense focus on language,'' Rubolino said. ``My goal is to get them speaking or to get them to be able to communicate their needs and wants.''

Once they can communicate, they'll be more social and, usually, they'll behave better, she said.

Duncan's communication skills increased after just a few months in the class. Now, on a good day, he's able to tell his parents that he wants juice or cereal.

Joshua Bell has made some of the greatest strides in the two years Rubolino has taught the class. He didn't speak at all when he enrolled, but today he's on his way to becoming a chatterbox.

With his buzz-cut brown hair and thin-rimmed glass, Bell looked Rubolino in the eye this week to ask: ``Are we going to eat lunch or take a nap?''

When she informs him that the class will do both today, he whines: ``Why? I'm not tired.''

Doctors often warn parents of autistic kids not to expect this type of success. And in some cases, especially when the child is also developmentally disabled, it might not be possible, educators said.

``We're not going to raise IQ points,'' Moss said. ``We aren't going to cure the child. We're going to access what's already there.''

Because the teachers and aides are heavily trained in dealing with autism, children don't have to receive as much one-one-one help from district speech and physical therapists.

Instead, the specialists work with the whole classroom on a weekly basis, which saves money and allows the teachers to be involved in the lessons. The teachers, in turn, can pass the information on to parents.

``Parents are much happier,'' Moss said.

Rubolino is also happier, especially with the training, small class size and the generous number of aides.

``This classroom, in my heart of hearts, is the way a classroom should be set up,'' Rubolino said.

After just a month in the class, Studio City resident Christina Cannarella agrees. She's seen her her 6-year-old son, Johnny Hatch, who has a rare chromosome disorder and a form of autism, become more attentive and better behaved.

Children with autism are ``kind of dancing to the beat of a different drum, and it's up to us to figure it out,'' she said. ``(The teachers) kind of help them choreograph their dance.''

Cannarella is thrilled she found the program, but worries about what will happen next year when Johnny is too old for it. At 7, autistic children either move on to the district's special-education classes or are partially integrated into general-education courses.

Cannarella is eager for her son to learn to talk, and dreams of the day he can actually tell her ``I love you.''

``That's all I want to hear,'' she said. ``Those three words would be awesome.''

Jennifer Radcliffe, [phone]

jennifer.radcliffe(at)dailynews.com

CAPTION(S):

3 photos

Photo:

(1 -- color) Autism class teaching assistant Vanessa Luna works with Johnny Hatch, center, 6, and Linus Hunter, 4, on a lesson.

(2) Students in Sheri Rubolino's class at Rio Vista Elementary School get special attention. Here, teaching assistant Diana Esparza works with Phillip Taylor, left, 4, and Bakary Thiero, 5.

(3) After taking a fall, Joel Cezena, who's having balance problems, is tended to by teaching assistant Jessica Colindres, left, and parent volunteer Christina Cannarella.

Phil McCarten/Staff Photographer