We know that push-in services can be a challenge to implement. In this corporation we see Special education providers in this corporation believe in the classroom as the child’s natural environment to teach/meet goals during typical routines like snack, bathroom time, transitions and play. 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.
Consultative: Service delivery provided by general educator with periodic consultation from special educator and/or therapist.
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.
Speech and Language therapists in this school can be seen in the classroom supporting peer conversations to work on students' social goals during the typical daily schedule, e.g. greeting at beginning and end of the day, small group time, and center activities.
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).
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).
Opportunities for relationship building between families and practitioners support the achievement of mutually agreed upon goals (NPDCI, 2011).
Parent Tuition: fees set by school district paid by families of enrolled general education preschool children