prekese.dadeschools.netPreK...the Right Beginning

Home About Us Our Staff Visual Supports Program Models Contact Resources Adaptation Station Family Resources Links About Us Program Overview Our children participate in a variety of developmentally appropriate educational activities during the school day. Prekindergarten children are active learners. They discover their world by direct experiences. Within our classrooms, the children are provided with opportunities to: manipulate materials choose activities solve problems use small and large muscles communicate with other children and adults take care of one's own needs within a carefully planned daily routine Identification and Evaluation The identification process is initiated through a referral from Early Steps or by contacting the Child Find specialist at (305) 274-3501. Your child will be given a screening evaluation to determine if further testing is needed. If needed, the other evaluations will include: hearing, vision, speech/language, psychological, and educational. Staffing Conference After the evaluation is completed, the parent or guardian will be contacted by the Prekindergarten Staffing Specialist to attend a staffing conference to discuss the results of the evaluation, determine eligibility for services, and placement. Placement If it is determined at the staffing conference that your child does need specially designed instruction in the Prekindergarten Program for Children with Disabilities, an Individual Education Plan (IEP) will be written which will include educational goals to be carried out during the school day along with any relevant educationally related therapies. A program placement and school will be assigned during the development of the IEP. However, the parent must register the child at the designated school before he/she can attend classes. Exceptionalities Served In our classrooms, a certified teacher works with prekindergarten children with the following disabilities: Autism Spectrum Disorder Deaf/Hard of Hearing Developmentally Delayed Dual Sensory Impaired Emotional/Behavioral Disabilities Intellectual Disabilities Orthopedically Impaired Other Health Impaired Specific Learning Disabled Speech/Language Impaired Traumatic Brain Injured Visually Impaired Our Curriculum HIGH/SCOPE provides a rich foundation while promoting independence, decision making, cooperation, creativity, and problem solving in young children. Conscious DISCIPLINE is a comprehensive social and emotional intelligence program that empowers both teachers and students. THE WRIGHT SKILLS is a comprehensive program that teaches word awareness, rhyme, alliteration, and concepts of print, through shared reading and phonolgical awareness activities. Social Skills Autism curriculum with a focus on inclusion, peer-mediated intervention, and evidence based data driven decision making. About our Curriculum There are multiple elements to our curriculum including: a focus on developmentally appropriate practices, brain based social skills development, LITERACY PROGRAM DESCRIPTION HERE, as well as specialized instructional approaches utilized in our settings for children with Autism or Intellectual Disabilities. To learn more about the different components of the curriculum utilized in our classrooms, follow the link below. More Info Related Services Speech/Language Therapy Children in need of speech/language therapy as a related service must first be identified as a student with a disability who is receiving special education services. A speech/language pathologist supports the classroom communication goals of the special education student. The type, frequency, duration, and approprite service delivery model is determined by the IEP team which must include a speech/language pathologist. Occupational Therapy Children are in need of occupational therapy when the school therapist indicates a need for treatment to support special education services. Special exercises improve feeding and dressing skills, muscle strength, coordination, and work/play skills. The therapist can provide a home activity program to reinforce skills targeted in school if requested. Physical Therapy Children are in need of physical therapy when their physician and school therapist indicate a need for treatment to support special educaiton services. Through special exercises, physical therapists work on improving muscles to enhance total motor development. Activities may include: wheelchair mobility, improving walking skills, balancing and strengthening exercises, and activities for improving posture. The therapist can provide a home activity program to reinforce skills targeted in school if requested. Orientation and Mobility Visually impaired children are eligible for orientation and mobility services upon an evaluation and assessment by the Miami-Dade County Public Schools Specialist in Orientation and Mobility Services. Individual independent travel training is provided for each child as appropriate. The basic goal of this instructional program is safe mobility within the child's environment. Itinerant Vision Visually impaired children are in need of itinerant vision services when they are placed in an instructional setting that is taught by an educator whose certification does not include visually impaired. The itinerant vision teacher will visit the classroom and provide strategies, adaptations, and modifications that assist the child with accessing his or her education within the instructional environment. Itinerant Hearing Children who are identified as deaf/hard of hearing are in need of itinerant hearing services when they are placed in an instructional setting that is taught by an educator whose certification does not include deaf/hard of hearing. The itinerant hearing teacher will visit the classroom and provide strategies, adaptations, and modifications that assist the child with accessing his or her education within the instructional environment. Program Models Consult VPK or HeadStart 8:20 am to 1:50 pm Ages 3-5 (HeadStart Eligibility) Ages 4-5 (VPK Eligibility) General education teacher and Paraprofessional Special education consultative support provided Educationally relevant therapies provided (based on eligibility) Majority of typically developing peers Inclusion 8:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) Equal numbers of children with an IEP and typically developing peers (limited to 20 students) Reverse Mainstream 8:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) Majority of children with an IEP with screened role models Reverse Mainstream Deaf/Hard of Hearing 8:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) Majority of children with an IEP identified as Deaf/Hard of Hearing with screened role models Self-Contained ASD 8:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) For children with an IEP who have been identified as or suspected of being on the Autism spectrum Self-Contained InD 8:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) For children with an IEP who have been identified as or suspected of having an Intellectual Disability Half-day LEAP 8:20 am to 10:50 am or 11:20 am to 1:50 pm Ages 3-5 Early Childhood/Special Education teacher and Paraprofessional Direct Specialized Instruction Educationally relevant therapies provided (based on eligibility) Inclusive setting with a combination ...