The PreK Exceptional Student Education Program offers a variety of program models and options for children
from age three through age five 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, children identified as visually impaired, deaf or hard of
hearing receive services from birth through age two.
PreK Blended 3's
Blended 3-year-old programs serve typically developing three-year-old students and exceptional education students. General Education students must be 3 on or before September 1 of the current school year. ESE students are identified as having delays in development of cognitive, language, motor and/or social/emotional skills. The goal of the PreK-3 program is to support the growth and development of all students while providing an inclusive environment.
Blended Voluntary Pre-Kindergarten (VPK)
Blended VPK programs service typically developing four-year-old students and exceptional education students. Students must be 4 on or before September 1 of the current school year. ESE students are identified as having delays in development of cognitive, language, motor, and/or social emotional skills. The goal of the VPK program is to better prepare all students for kindergarten while providing an inclusive environment. This model is staffed with an ESE teacher and a General Education VPK Instructor (Child Development Associate)
Supported Varying Exceptionalities
This program is designed for students who have moderate to
severe impairments in development of cognitive, language, motor, and independent
functioning. Students identified as SVE 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
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.
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
Deaf or Hard of Hearing (DHH)
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
In addition, 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
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.
Pinellas County Schools
301 4th Street SW
Largo, FL, 33779