This corporation supports all children in a classroom with the use of visual schedules, individual child schedules including steps to support transitions, turn-taking cards in centers, and visual supports in the bathroom. If you want to see other practices that this district implements that are exceptional, please click on the items with an asterisk.
Mt. Vernon Early Learning Academy - Mini-Marauder Preschool 1806 West St Road 234 Fortville , IN 46040
Contact: Laura Durig 317 485-3100 firstname.lastname@example.org
Child Count: 78 LRE: 83%
Describes how special education services are provided.
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).
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).
This corporation has established weekly staff meetings for collaboration. Teachers and SLP attend this meeting with OT and PT joining as their schedule allows. This weekly time allows for problem-solving, brainstorming intervention ideas and sharing data on child progress.
Opportunities for relationship building between families and practitioners support the achievement of mutually agreed upon goals (NPDCI, 2011).
CCDF: Child Care Development Fund supports low-income families
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