Serving many children with IEPs and those without is a challenge for any corporation. This corporation serves high numbers of preschool children with and without disabilities by successfully blending funding sources and prioritizing the inclusion/push-in service model. Uniquely, they also have one preschool class that is co-taught. If you want to see other practices that this district implements that are exceptional, please click on the items with an asterisk.
Describes how special education services are provided.
Push-in: Special educator or therapist provide services through integrated therapy services within the daily schedule.
75 children are served with a push-in model where a Special Education teacher and therapists work in classrooms during the typical daily schedule; they are proud of the their one co-taught preschool classroom where a General Education teacher with Special Education teacher share facilitation of activities and support for children
One class of co-teaching: Service delivery provided by special educators or therapists co-teaching with general educator in the classroom
A range of activities and environments that eliminate the physical, social and instructional barriers to learning (DEC, NAEYC 2009).
Universal Design for Learning
Flexible instructional approaches that guide developing instructional goals, methods, materials, and assessment for all learners provide multiple ways to engage children, present information and determine learning (CAST 2011).
Any piece of equipment, or product system, acquired commercially, modified, or customized, used to maintain, increase, or improve functional capabilities of persons with disabilities, except medical devices surgically implanted. (IDEA 2004).
>Planned interventions/modifications to ongoing classroom activity or materials to maximize children's participation.
Intentional multi-tiered instructional strategies that increase a child’s engagement, participation and learning (DEC, NAEYC 2009).
Strategies that address individual learning goals within the context of ongoing routines, activities and transitions.
Used with children who require more intensive supports by providing targeted approaches to move children progressively toward skill development, e.g. modeling, response prompting, corrective feedback, peer supports.
Tiered Levels of Instruction
An approach to provide adult instructional supports that requires screening and ongoing assessment to determine impact of teaching/learning and adjustment of instruction.
The intentional social supports/teaching that creates a classroom community of belonging for each child and facilitates positive relationships of respect, acceptance and friendship.
Strategies in place that including professional development, opportunities for collaboration and communication among families and practitioners to support high quality inclusion (DEC, NAYEC 2009).
Teaching and learning activities that support inclusion and facilitate acquisition and application of professional knowledge, skills, and dispositions (NPDCI, 2011)
Models of Collaboration Approaches to support ongoing communication and collaboration include technical assistance, consultation, coaching, mentoring, collaborative problem-solving, and communities of practice/professional learning communities (NPDCI, 2011) Family-Staff Partnership
Opportunities for relationship building between families and practitioners support the achievement of mutually agreed upon goals (NPDCI, 2011)
Title 1 preschool: Federal funding received by states to assist local school districts with high numbers of low-income families.
CCDF: Child Care Development Fund supports low-income families.
On My Way PreK: State monetary grant awarded to eligible low-income families of 4 year old children.
Parent Tuition: Fees set by school district paid by families of enrolled general education preschool children
Early Childhood Center
2810 E Discovery Parkway Bloomington, IN 47408-9801 Phone: 812-855-6508 Fax: 812-855-9630