Pre-k Services (0–5) |
 |
|
The Pre-K Disabilities Program offers a variety of program models and options for children from age 3 through age 5 who have been identified with developmental delay. The program model is determined at the child's eligibility meeting based on the individual child's needs.
In addition, visually impaired and deaf or hard of hearing children receive services from birth through age 2. |
Program Models |
Blended Varying Exceptionalities (BVE)
This program serves students who are identified as having mild-moderate delays in development of cognitive, language, motor, and/or social/emotional skills. In addition to exceptional students, the class also serves typical four year olds who meet the requirements for the Voluntary Pre-K program or who pay a weekly fee. The goals of the blended programs are to better prepare the students for kindergarten while providing an opportunity for inclusion with typical peers to the ESE student.
Blended Pre-K Brochure
Blended Language Impaired (BLI)
This program serves ESE students who are identified as having mild to moderate delays in language skills. In addition to exceptional students the class also serves typical four year olds who meet the requirements for the Voluntary Pre-K program. A language-based curriculum is used with an emphasis on development of language concepts and communication in group settings. The goals of the blended program are to better prepare the students for kindergarten while providing an opportunity for inclusion with typical peers to the ESE student. |
|
Supported Varying Exceptionalities (SVE)
This program is designed for students who have moderate to severe impairments in development of cognitive, language, motor, and independent functioning. SVE students require extensive support in daily activities. Classroom activities emphasize independent functioning and staff provides direct guidance and assistance as needed to teach toileting, grooming, and hygiene skills. Focus is on the development of functional communication and basic concepts. |
|
Emotional/Behavioral Disabilities (EBD)
This program serves students who are identified as requiring supports in the development of social, emotional, and behavioral skills. Classroom focus is on behavioral management strategies, self-control strategies, and appropriate social interactions with adults and peers. |
|
Autism Spectrum Disorder (ASD)
This program serves students who are identified as needing supports to address pervasive delays in communication, social, behavioral, and functional self-care skills. The classes address the students' needs for structure and routine and there is an emphasis on visual support, schedules, and routine. Focus is on direct teaching of social interactions, imitation of role models, and guided practice. |
|
Inclusion in Community programs
Services are available from PreK ESE teachers to students who are identified as exhibiting mild delays and who enroll in community preschool programs (private preschools such as church preschools, HeadStart). An ESE teacher is assigned to consult with the preschool teacher, monitor progress, assist with the development of activities, and work individually with the student for a specified number of minutes each week. |
|
Center-based Programs
These programs are located at Nina Harris Exceptional Center and Paul B. Stephens Exceptional Center. These programs serve students who are identified as exhibiting moderate to severe/profound delays. Many students in these programs exhibit severe neurological and/or medical difficulties and often require the support of a nursing staff. Emphasis is on the development of functional life skills. |
|
Deaf or Hard of Hearing (DHH)
This program serves children whose hearing impairment is so severe that they have difficulty learning speech and language through normal channels. The curriculum is designed to develop language and communication through total communication (spoken and sign language).
and
This program serves hearing impaired children who have enough residual hearing to benefit from a curriculum designed to develop language and communication through oral/aural communication (spoken). |
|
Communication disorder/Speech Impaired classes
These programs are half day for students who exhibit communication disorders and/or speech impairments. Focus is on developing articulation and speech skills related to the area of need. |
|
Itinerant
These programs serve students whose parents choose to take them to school-based programs to receive therapy services in speech/language, occupational, and/or physical therapy. |
