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.
• Consultative: Service delivery provided by general educator with periodic consultation from special educator and/or therapist.
• Pull-out: Service delivery provided by special educator or therapist outside of the classroom

A range of activities and environments that eliminate the physical, social and instructional barriers to learning (DEC, NAEYC 2009).

• 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).
  • District practitioners report the prioritize getting to know child’s interests and preferred activities to inform their intentional planning to motivate students to engage in learning centers.  In addition, they consistently present information in multiple ways (verbal, visual, concrete) to highlight pertinent vocabulary, connect to previous learning and emphasize critical features activities.  One strategy they find success with is use of real life photos used in visuals, e.g. steps to stay on task, clean up in stations, peer models, First-Then directions, and individual child daily schedules. 

• 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).

• 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.
  • Rotate centers with smaller groups – 3 students 1 adult; paras target child skills.

• 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).

Professional Development
• Teaching and learning activities that support inclusion and facilitate acquisition and application of professional knowledge, skills, and dispositions (NPDCI, 2011).

Family-Staff Partnership
• Opportunities for relationship building between families and practitioners support the achievement of mutually agreed upon goals (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)

Funding Sources

• Parent Tuition: Fees set by school district paid by families of enrolled general education preschool children
• Sliding Scale