Special Education

Early Education Program

Student Disability: Significant Developmental Delays (Including Autism, Mental Retardation)

Student Age: 3 to 5 (Preschool), 5 to 8 (Early Elementary)

Students who attend this state-of-the-art early education center are referred to the preschool program through their local district's Committee on Preschool Special Education (CPSE) and to the early elementary component through their district's Committee on Special Education (CSE) Each student's individualized education plan (IEP) indicates the need for the program's highly individualized behavioral approach and small class size (6: 1: 2).

As part of the program's educational/behavioral approach, the program’s staff, who have been specially trained, tracks results of each child's activities in continuous documentation. Program goals include not only developing the youngsters' communication skills and increasing their social interaction but also accomplishing individualized educational goals in preacademic and academic programs. The staff is continually aware of the needs of the whole child. Parents and family learn behavioral and educational strategies that can be used with the children at home. Family input is encouraged and invaluable to the staff.

Upon entering the program the young student experiences complete engagement with his/her teacher. Through small group work sessions, children learn that the adults in the school environment are paired with items and activities that are reinforcing. They learn appropriate on task "school-like" behaviors. Applied Behavior Analysis (ABA) is the teaching methodology used throughout the program. Skills are broken down into small steps and various teaching techniques are used to ensure skill mastery under a variety of conditions. Students' progress is closely monitored and generalization of skills from small group to larger groups, the home and community is fostered.

A behavioral approach, inclusive of systematic reinforcement, is used to introduce all skills. Each child's learning activities are especially designed to meet his/her needs, but all children participate in activities that build communication skills, social interaction and appropriate play skills. The focus is on independent play as well as the development of peer interaction. Youngsters learn how to be as independent and socially appropriate as possible. If required, specific inappropriate behaviors are targeted. A functional behavior assessment is conducted and an individualized behavior plan is written. The staff works as a team to decrease/eliminate inappropriate behaviors and to teach appropriate skills in their place.

Individualized computer instruction helps reinforce skills learned. Activities of Daily Leaving (ADL) skill instruction is provided within the program's overall behavioral approach. Toilet training is provided if necessary. The program's "Feeding Team," along with the individual child's classroom team, will address any eating issues or concerns. A progressive total communication system is utilized. This may include spoken words, photographs, pictures, symbols and/or sign language, to increase communication skills. The Picture Exchange Communication System (PECS) is used. This method involves the child initiating a social exchange to request/communicate.

The program's interdisciplinary staff, including members of the teaching staff, the program's social worker, psychologist, occupational, physical and speech therapists, and administrative personnel, work as a team to meet the individualized needs of each child. Related Services are provided by occupational, physical and speech the either on a consultative model where the therapist works with the teacher or in a direct service design where the therapist works directly with the child. Related services may be provided in the classroom ("push in") or in a separate area ("pull out"). All students benefit from an adapted physical education and music program.

The Preschool Program (and one elementary class) follows a collaborative team teaching model. The LEAD (Language Enriched Academic Development) Program consists of two

(6: 1: 2) classes in a specially adapted classroom. The classes are taught by a special education teacher and a speech teacher through collaborative team teaching.

Parent training is provided throughout the school year. Day and evening workshops are scheduled to assist parents with skill development and behavioral interventions for their child. Ongoing support groups are facilitated by the social worker. Parents have opportunities to talk with various team members during scheduled meetings and additional staff as the need arises. Students attend various school activities and class trips. Parents are encouraged to become members of our PTA (Parent Teacher Association) and assist in the coordination of PTA planned activities.

Contact:
Amy Goldstein, Principal

Michael DiAngelo, Assistant Principal
Children's Readiness Center
2351 Jerusalem Avenue
North Bellmore. NY 11710
Phone: (516) 719-6070