We recognize that each child is a special and unique human being differing in abilities, capabilities, learning style and personality needs. Because of differences, we strive to provide and adaptive and responsive learning environment atmosphere in which all children may reach their individual potential.
EARLY CHILDHOOD SPECIAL EDUCATION
PRESCHOOL PROGRAMS CONTINUUM OF SERVICES
The Early Childhood Special Education (ECSE) Preschool Program is designed to provide special education services to children ages 3 through 5 years who have been identified as having developmental delays in the following areas:
LEAST RESTRICTIVE ENVIRONMENT (LRE)
PRESCHOOL ITINERANT SERVICES
PRESCHOOL CLASSROOM (ECSE)
The Early Childhood Special Education Preschool Program is designed to provide services to children ages three to five years who have been identified as having delays in two or more of the developmental areas such as speech and language, cognition, fine and gross motor, self-help, or personal/social skills. The program may also include
children with hearing, vision, or physical disabilities. These services are provided in the homes or in a ECSE classroom. Services are also provided within the Head Start Programs, typical daycares or other natural settings.
Children without disabilities are also enrolled in the preschool classroom to serve as “typical peer” models for the children with disabilities. There are a total of four preschool classrooms located in various school sites throughout the island, and may include the typical peer models. Only one preschool classroom is dedicated to providing
services for children identified with autism and who may require a more structured setting.
In the four preschool sites, children attend sessions that are 4 hours in length for 3 days of the week.
The preschool teachers incorporate both large and small group instruction during the day. Many of the activities done in the preschool programs mirror those activities conducted by their counterparts in other preschool settings. The main exception is that these teachers employ many teaching techniques and strategies used to accommodate the needs of our children with special needs. The activities chosen are both language-rich and language-based, and are always geared towards the acquisition of the goals and objectives developed for our students with special needs.
Although parents are not required to attend classes with their child, they are highly
encouraged to take an active role in their child’s education by attending any and all
fieldtrips, meetings, and planned activities. Parent input is considered valuable; and
special education welcomes any information or concerns that are raised
IDEA - PART B >