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 (SVE)
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 concepts.
PreK Sensory/Communication Support
This program serves students who are identified as needing supports to address pervasive delays in communication, social, behavioral, and functional self-care skills. The program address the students' sensory needs with emphasis on various sensory stimuli and also for structure and routine. There is an emphasis on visual supports, schedules, and routines. Focus is on direct teaching of social interactions, imitation of role models, and guided practice.
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).
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 (spoken).
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