Describes how special education services are provided.

Service Models
Push-in: Special educator or therapist provide services through integrated therapy services within the daily schedule.

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).

Assistive Technology
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).

Adaptations
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.
  • Teachers in this corporation have found using an activity matrix to plan ahead for the week guides the what, where, how, and who of instruction. The matrix outlines what outcomes will be facilitated, how to facilitate, what activity to facilitate the practice of the outcomes, and by whom. This practices ensures that all adults are prepared to know what to do, when and where which results in the children receiving targeted support to practice skills during the routines and activities of the day.

• 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.

• 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).

• 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).

• 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.