PreSchool, Elementary & Middle School Programs

PRESCHOOL PROGRAM

The PRESCHOOL Program serves the needs of multiply
disabled children ranging in age from 3 to 5 years. The
pre-school curriculum is comprehensive and includes the
teaching of communication skills, beginning learning skills
(attending, reading & math readiness), gross/fine motor,
functional mobility, self-help skills and social-emotional
development.

The Collaborative Therapeutic Model is utilized to support the
children and classroom staff. This Model incorporates an interdisciplinary team of certified personnel trained in assessment procedure and program planning for preschool children. This team consists of the following members: Child Study Team, Speech Therapist, Physical Therapist, Occupational Therapist, Teacher, Nurse, Parents, and a Sending District Representative. By using a team approach, the pre-school children are assured of receiving the most comprehensive services.

The Collaborative Team works together, both in and out
of the classroom setting, to perform functional assessments
of the children and utilizes this information to develop an
Individualized Education Program for each child. In
addition to assessment, the members of the team often
perform their therapeutic services within the classroom
setting. As they administer therapy in class, they are
training the classroom paraprofessionals and teachers to
provide follow-up support in each therapeutic area. This promotes
generalization and reinforcement of therapeutic services throughout
the day.

GOALS:

• To provide a caring environment that stimulates the development of prerequisite learning skills in the areas of cognition, communication, motor skills, social/emotional development, and self help skills.
• To provide a comprehensive program that facilitates growth and development of the child using a collaborative team approach.

ENTRY CRITERIA:

• Classification of Pre-School Disabled
• Chronological age 3 – 5 years

PROGRAM OPPORTUNITIES::

The PRESCHOOL PROGRAM provides students with many specialized program opportunities. Components of the program are as follows:

• BEGINNING LEARNING SKILLS – A multi-sensory approach is used to facilitate beginning learning skills such as attending functional communication, reading and math readiness.
• COMMUNICATION – Communication skills are an important part of all classroom interactions. Throughout the day, students are provided the opportunity to request, make choices and respond using various means of communication consisting of speech, sign language, picture communication symbols or an augmentative communication device.
• GROSS MOTOR - Gross motor activities provide opportunities for students to develop functional mobility skills with an emphasis on safety awareness and independence.
• FINE MOTOR – Fine motor activities provide opportunities for students to develop sensory, tactile and fine motor skills to enhance their life skills and educational growth.
• SOCIAL/EMOTIONAL – Interactive activities provide opportunities for the students to develop socialization skills and self-esteem through play, group time, and individual instructions.
• LIFE SKILLS - Life skills activities provide opportunities for the students to develop self-help skills in the areas of feeding, dressing, toileting and grooming.
• MUSIC - Music activities relate to many areas of development. It provides organization and structure, facilitates freedom of expression, the development of self esteem and encourages healthy interaction with others.
• ART - Through art, students are given the opportunity to express themselves creatively and to develop motor skills, attending, socialization and communication skills. Art also promotes self esteem and social interactions.