EXPLANATION OF THE PROGRAM

The PreK Special Education Program is an early education program for 3 year olds who have been identified as having developmental delays in one or more of the following areas: communication, social, cognitive, daily living, fine and gross motor. Each child has been evaluated and has an individual education plan (IEP) designed to meet his specific needs. In addition to preschool services, many of these children also receive speech, occupational, physical or applied behavior therapy.

For the last several years we have used the  LEAP philosophy. LEAP stands for Learning Experiences: Alternative Program for Preschoolers and Parents.

We are promoting social development of youngsters with autism by facilitating the ability of young children with social delays to develop appropriate friendships. The classroom uses peers to plan out thoughtful social situations in which the special needs students are interacting with age appropriate role models.

We follow the 4K State Standards on our Preschool classes: http://ed.sc.gov/agency/pr/Standards-and-Curriculum/documents/gsgsbookrevised072109.pdf

EXPECTATIONS FOR LEARNING

Each special needs student enrolled in the Pre-K Special Education program has an Individual Education Program (IEP) designed specifically to meet the areas of concern for that particular child. The goal is to reach mastery level on the objectives within the course of a year. The objectives are developed through a multi-disciplinary team approach involving instructional staff (teachers, speech pathologists, occupational therapists, physical therapists, psychologists) and the child's parents. The objectives are based on the individual child's needs and developmentally appropriate milestones for   3 and 4 year old children. IEPs are kept on file at the school.

PRESCHOOL INSTRUCTIONAL MATERIALS AND RESOURCES

Preschool special needs programs actively involve children in learning consistent with their developmental levels. A wide variety of manipulatives are available to all children, as well as many pieces of sensory integration equipment such as a vestibular swing, Cloud Nine, scooters, trampoline, bean bag chairs, tumbling mats, rolling tubes, and many more.

ASSESSMENT AND EVALUATION OF STUDENT PROGRESS

Student progress is assessed through anecdotal records, checklists, parent communication, work samples, and mastery of IEP objectives.

Therapists working with children receiving OT and Speech discuss regularly how children are progressing and how to better serve the children.

Folders are sent home daily to parents recording notable moments. Each special needs child will be assessed on the AEPS (Assessment, Evaluation, Programming Systems for Infants and Toddlers) an assessment that will be able to document progress to be shared with the State Department of Education.

Information drawn from this assessment, combined with parent concerns and teacher observations will be used to draft new IEPs and chart progress for the year.

STUDENT PROGRESS

Student progress is shared with parents throughout the school year as it occurs. Quarterly progress reports are sent home reviewing the IEP objectives.

HOME SCHOOL CONNECTIONS

Parents are provided a daily folder in which important information pertaining to the student's day is noted. There is a place for parents to sign and leave notes, if needed. Parents may also reach me by email or phone in my classroom. All parents have been given the class number and my e-mail address to facilitate communication. Phone calls are returned as quickly as possible, but always by the end of the day. As with all students, regular attendance is encouraged. Preschool students tend to be more susceptible to germs than older children. Some have medical concerns that cause frequent absences. These issues are addressed on a case by case basis. Appropriate steps will be taken when excessive absences become a problem.

BUILDING RESPONSIBLE AND RESPECTFUL BEHAVIOR

The goal of our program is to help our students reach their full potential, while improving self-esteem, self-discipline, respect, and responsibility. Our basic class rules are 1) Hands to yourself, 2) Be a good friend and 3) Listen the first time. Other rules are added as needed to meet the class concerns.

PROCEDURES FOR NON-INSTRUCTIONAL ROUTINES

Parents are encouraged to notify me of any address or phone number changes. All children have emergency information on file in the office and in the classroom. An emergency bag is prepared for drills, complete with student contact information and the emergency procedure handbook. Children are encouraged to leave personal items at home. If items come to school, they must be placed in the child's bookbag until dismissal.

Exception to this rule would be "show and tell" activities. Security items and blankets are allowed for the first few days, if necessary. Pacifiers and bottles are NOT allowed, unless there is medical documentation to support the need.