PROGRAM GUIDANCE: PRESCHOOL SPECIAL NEEDS

(1)

0 | E S E P r o g r a m G u i d a n c e P r e s c h o o l

Program Guidance: Preschool Special Needs

Exceptional Student Education

Henry County Schools

BETTER TOGETHER

PROGRAM GUIDANCE:

(2)

Program Guidance: Preschool Special Needs

Definition and Overview

H ow do yo u i dent i f y c hi l dren f or earl y i nt er vent i on, an d w hat doe s earl y

i nt ervent i on l ook l i ke ? Speci al educat i on i s i nst r uct i on speci f i cal ly desi gned t o meet t he educat i onal and d e vel op ment al needs of chi l dr en wi t h di sabi l i t i es, or t hose who ar e exper i enci n g de vel op ment al del a ys . Spec i al Educat i on Ser vi ces or cal l ed

Except i onal St udent E ducat i on ( ESE) f or pr e school chi l dr en ( a ges 3 t hr ou gh 5) ar e pr ovi de d f r ee of char ge t hr ou gh t he p ubl i c s chool s yst e m. T hese s er vi ces ar e a vai l abl e t hr ough t he sa me l aw —t he Indi vi d ual s wi t h Di sabi l i t i es Educat i o n Act —t hat ma kes avai l abl e: ear l y i nt er vent i on ser vi ces ( BCW - Par t C of IDE A) and ser vi ces f or sc hool aged chi l dr en i n gr ade s K -12 ( Par t B of ID E A) .

Chi l dr en wh o r ecei ved ear l y i nt er vent i on ser vi ces, and f ou nd el i gi bl e, ma y be gi n speci al needs pr eschoo l upon t hei r t r ansi t i on out of an ear l y i nt er ve nt i on pr o gr a m l i ke Babi es Can’ t Wai t ( at age t hr ee) . An ot her wa y ver y you n g chi l d bec o me i dent i f i ed as needi n g speci al ser vi c es l i es i n t he pr ocess o f at t endi ng r e gul ar we l l vi si t s and c hi l d check-u ps wi t h a pedi at r i ci an. T hi s can l ead t o a co mpr ehensi ve e val uat i on t o f ul l y det er mi ne i f a chi l d ha s a si gni f i cant del a y o r di sabi l i t y, whi ch wo ul d r equi r e speci al i zed sup por t s. I n keepi n g wi t h ID EA, each St at e must ha ve c o mpr ehensi ve syst e ms of chi l d f i nd i n or der t o i dent i f y, l oc at e, and e val uat e chi l d r en wi t h

di sabi l i t i es r esi di ng i n t he St at e, and who ar e i n need of s peci al ed ucat i on and r el at ed ser vi ces. It i s not unco mmo n f or a ba b ysi t t er , a da ycar e pr o vi der , or pr eschool st af f t o expr ess concer n t o a c hi l d’ s par ent s about a possi bl e de vel op ment a l or l ear ni ng del a y. T he par ent s cont act t he appr opr i at e a genc y t o ha ve t he c hi l d scr eened and/ or e val uat ed t o det er mi ne i f t her e i s an under l yi n g pr obl e m or del a y t hat mi ght need t o be

addr essed. Suc h scr ee ni ngs/ e val uat i ons co ve r a r an ge of s ki l l ar eas —vi si on a nd hear i ng, gr oss an d f i n e mot or s ki l l s, spe ech and l an gua ge use, soci al and e mot i onal beha vi or , and mor e.

A chi l d ma y be el i gi bl e f or pr eschool speci al needs ser vi ces i f he/ s he shows a si gni f i cant del a y i n an y of t he f i ve ar eas of devel o p ment :

• C o gni t i ve ( t hi n ki n g and l ear ni n g) ;

• C o mmuni cat i on ( un der st andi ng and usi n g l angua ge) ; • Ph ysi cal / mot or ( vi si on, hear i n g, and mo ve ment ) ;

• Soci al / e mot i onal ( get t i ng al on g wi t h ot he r peopl e) ; and

• A dapt i ve/ sel f • hel p ( i ndependent s ki l l s: t oi l et i ng, eat i n g, dr essi ng) . Henr y C ount y School s ( HCS) wi l l e val uat e t he chi l d t o see i f he/ sh e qual i f i es f or ser vi ces. If de vel op me nt al del ays ar e e vi dent , H CS wi l l wor k cl osel y wi t h f a mi l i es t o cr eat e an In di vi dual i zed Educat i on Pr o gr a m ( IEP) . An IEP i s a pl a n t hat di scusses t he chi l d’ s abi l i t i es and def i nes t he ser vi ces , w h i ch wi l l be pr o vi ded t o meet t he u ni que needs. T hese ser vi ces ma y be pr o vi ded at ho me, at t he chi l d’ s pr es chool or chi l dcar e cent er , i n a separ at e s peci al educat i on set t i ng, or i n a c o mbi nat i on of set t i ngs. For exa mpl e, s o me c hi l dr en ma y r ecei ve speech t her apy t o addr ess a de l ay i n

co mmuni cat i on, whi l e ot her chi l dr en ma y wo r k wi t h a speci al ed uc at i on t eacher f or a set nu mber of hour s pe r wee k. Wi t h t hese t yp es of ser vi ces, man y c hi l dr en ar e abl e t o par t i ci pat e i n a ge ner a l educat i on pr eschool pr ogr a m, s uch as Head St ar t , 3 K or Pr e -K , al ongsi de chi l dr en who do not ha ve di sab i l i t i es. So me chi l dr en wi t h mor e

si gni f i cant needs ma y at t end s mal l , st r uct ur e d speci al needs pr esch ool cl asses t au ght by speci al educat i on t eacher s. T he pr eschoo l year s ar e a cr i t i cal l y i mpor t ant t i me t o

(3)

Program Guidance: Preschool Special Needs

pr ovi de speci al educat i on ser vi ces t o chi l dr e n wi t h de vel o p ment al del ays or

di sabi l i t i es. At t hi s ear l y a ge , chi l dr en’ s br a i ns ar e goi n g t hr ou gh t hei r most i mpor t ant per i od of de vel op ment , so t hi s i s t he t i me w h en ser vi ces can ma ke t he bi ggest i mpa ct . Thi s gui de expl ai ns ho w you c an hel p t o ensu re your prescho ol chi l d recei ves t he servi ces he/ she needs t o make ac ademi c, soc i al , and e mot i onal pro gress and ent er ki ndergart en prepare d t o succeed.

T he pr eschool speci al needs pr o gr a m i s par t of a nat i onal l aw cal l e d t he Indi vi dual s wi t h Di sabi l i t i es Educ at i on Act ( IDE A) . T he IDE A st at es t hat chi l dr en wi t h

di sabi l i t i es or devel op ment al del a ys ha ve t he r i ght t o a f r ee, appr o p r i at e publ i c educat i on ( FA PE) . T h e l aw pr o vi des ser vi ces f or chi l dr en a ges 0 -3 ( Ear l y

Int er vent i on) , a ges 3 - 5 ( pr eschool speci al e ducat i on) , and a ges 5 - 21 ( school -a ge speci al educat i on) . Pr eschool speci al educat i on ser vi ces must be p r ovi ded i n t he l east r est r i ct i ve en vi r on me n t ( LRE) , whi ch means , t o t he ma xi mu m ext en t possi bl e, a st udent who qual i f i es f or speci al educat i on s er vi ces sh oul d be e duc at ed al on gsi de st udent s who do not h ave di sabi l i t i es.

A r an ge of speci al ed ucat i on pr o gr a ms and ser vi ces ar e a vai l abl e t o el i gi bl e pr esch ool chi l dr en. T hese ser vi c es f al l al ong a cont i nu u m f r o m l ess r est r i ct i ve t o mor e

r est r i ct i ve. Less r est r i ct i ve pr o gr a ms al l o w c hi l dr en t o r ecei ve t hei r ser vi ces al on gsi de pr eschool er s who do n ot ha ve IEPs . Pr o gr a m s t hat ar e mor e r est r i ct i ve ar e a vai l abl e t o chi l dr en wi t h mor e se ver e di sabi l i t i es who r equi r e mor e speci al i ze d, suppor t i ve

ser vi ces al on gsi de ot h er chi l dr en who al so h ave IE Ps. T he l a w r eq ui r es t hat chi l dr en be educat ed i n t he l east r est r i ct i ve en vi r on me nt t hat i s appr opr i at e t o meet t he c hi l d’ s needs. Pr escho ol chi l d r en can r ecei ve t he f ol l owi n g t ypes of pr o gr a ms ( l i st ed f r o m l ess r est r i ct i ve t o mor e r est r i ct i ve) :

→ Related Services: Related services include speech therapy, physical ther apy ( PT ) , occupat i onal t her apy ( OT ) , counsel i n g, vi si on and hear i n g ed ucat i on ser vi ces, or i ent at i on a nd mo bi l i t y ser vi ces, s chool heal t h ser vi ces, and par ent t r ai ni ng. Li censed pr o f essi onal s who wor k w i t h each chi l d ei t her o ne -on -o ne or i n a s mal l gr ou p pr o vi de t hese ser vi ces. T he ser vi ces ma y be pr o vi ded at t he chi l d’ s 3 -K , Pr e -K , pr eschool , or chi l dcar e c ent er ; i n t he ho me; or , i f

appr opr i at e based on t he chi l d’ s speci f i c nee ds. At t he IEP meet i n g, t he t ea m shoul d deci de whi ch r el at ed ser vi ces your c hi l d needs, t he nu mber of sessi ons per wee k, t he l en gt h o f each sessi on, t he si ze of t he gr oup , and t he l ocat i on wher e t he ser vi ce wi l l t ake pl ace ( usual l y t he chi l d’ s pr eschool ) .

→ Special Education Community Based: A special education teacher or par apr of essi onal who co mes t o wor k wi t h ea ch chi l d on aca de mi c, e mot i onal , and soci al s ki l l s ei t her one -on -one or i n a s m al l gr oup . Ser vi ces ma y be pr ovi de d at t he chi l d’ s 3 -K , Pr e -K , pr eschool , or chi l dcar e cent er o r i n t he ho me. T he chi l d’ s IEP wi l l st at e t he exact ho ur s and ser vi ces.

→ Special Class in an Integrated Setting, Inclusive Preschool: A special class i n an i nt e gr at ed set t i ng i s a pr eschool cl ass t hat i ncl udes pr eschool st udent s who ha ve IEPs and pr e school st udent s who d o not ha ve IE Ps. T hi s cl assr oo m must i ncl ude at l east o ne speci al educat i on t eacher and one par apr of essi onal , and ma y ha ve a ddi t i onal st af f me mber s .

→ Special Class, Half-da y and F ul l -da y Pr es chool : A speci al cl ass i s a

(4)

Program Guidance: Preschool Special Needs

cl asses ar e of t en s mal l er t han a t ypi cal pr esc hool cl assr oo m and ha ve a l ower st udent t o t eacher r at i o. T he l ower t he st u de nt t o t eacher r at i o, t he mor e

r est r i ct i ve t he cl ass i s consi der ed. T hi s cl ass can be pr o vi ded f or t h e f ul l da y or f or hal f a da y. T he IE P t ea m, based o n i ndi vi dual needs of each st udent ,

desi gnat es hour s and s er vi ce model s.

Instructional Expectations

What are H CS Pr es chool S pecial Nee d s Learni ng Pr ogre s sions, an d how were they de velop e d? In an ef f or t t o uni f y t he di st r i ct wi t h co m mon goal s and st r uct ur e, Henr y Coun t y ESE Pr eschool Dep ar t me nt de vel oped a t wo -year pl an t o i nt egr at e l ear ni n g pr o gr essi ons acr oss si x d o mai ns. T o det er mi ne best pr act i ces, pr eschool t eacher s pi l ot ed a var i et y of appr o ved cur r i cul u ms, whi l e col l ect i ng d at a on st udent en ga ge ment , t o det er mi ne whi ch cur r i cul um wo ul d be most en ga gi n g f or t he di ver se pr esc hool pop ul at i on. Af t er r e vi ewi ng co mpi l ed dat a, t he co mmi t t ee desi gned a t wo -year cur r i cul u m map t o e nsur e success f or al l t eacher s and st udent s. T hi s

out l i ned pl an was desi gne d t o i ncr ease st ude nt achi eve ment , cr eat e i dent i t y, encour a ge col l abor at i on, and t o b ui l d a co mmon r esour c e cent er f or al l ESE pr eschool

cl assr oo ms. T he l ear ni ng pr o gr essi ons ( or c u r r i cul um r oad ma p) i nc l udes a bi -wee kl y l ayout t o suppor t t he f ol l owi n g: co mmu ni cat i on, l an gua ge a nd l i t er acy; p h ysi cal devel o p ment a nd mot o r ski l l s; soci al / e mot i o nal de vel op me nt ; co gn i t i ve de vel op ment ; appr oaches t o pl a y an d phone mi c awar en ess .

Al l pr eschool E SE t ea cher s ar e r equi r ed t o u se t he l ear ni n g pr o gr e ssi ons as a gui de on what t o t each i n t hei r cl assr oo ms. Pr eschool t eacher s ha ve aut ono m y t o be i nno vat i ve and cr eat i ve whe n add i ng s uppl e me nt al l ear ni ng act i vi t i es t o t he c o r e do mai ns. An onl i ne r esour ce l i br ar y, Bl endspace , was cr ea t ed f or pr eschool t eac her s t o use.

Bl endspace has updat e d i nt er act i ve r esour ces , whi ch pr o vi des t each er s ever yt hi n g t he y need f or each da y i n o ne eas y t o use l ocat i on . Resour ces wer e or ga ni zed b y mont h f or each do mai n l i st ed on t he l ear ni ng pr o gr essi ons. In ad di t i on t o t ea cher s, par ent s ar e encour a ged t o access Bl endspace an d use t h e r esour ce l i br ar y at h o me. Pr eschool t eacher s ar e expect ed t o f ol l ow bui l di n g l e vel r equi r e ment s f or l es son pl anni n g, dat a col l ect i ng, i nst r uct i on al adapt at i ons and an y r equi r e ment f r o m ad m i ni st r at or s.

YEA R 1 H CS P RE SC HO OL DEV EL OPME NT & L EA RN IN G PR OG RES S ION S YEA R 2 H CS P RE SC HO OL DEV EL OPME NT & L EA RN IN G PR OG RES S ION S

Behavioral Supports and Resources

What does the research say? From learning activities to transitions, children’s challenging behavior can influence every aspect of a classroom. This disruption often can overwhelm early childhood teachers, who report feeling concerned and frustrated about classroom management (Hemmeter, Ostrosky, & Corso 2012) as well as underprepared to address challenging behavior proactively (Stormont, Lewis, &

Covington Smith 2005). These concerns are justified for several reasons. Children who frequently exhibit challenging behavior may have fewer friends or lower academic performance, and research links the persistent challenging behavior of young children to more serious behavior problems and negative consequences as they get older (Dunlap et al. 2006; McCartney et al. 2010). However, just as behavior can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behavior.

(5)

Program Guidance: Preschool Special Needs

Why behavior happens? Most all behaviors occur for a reason. Behavior is anything we say or do. It is how we react to our environment. It is important to understand why problem behaviors occur in order to effectively intervene and resolve the problem behavior. Behaviors are directly affected by events in the environment that occur prior (antecedent) to the behavior. These events or circumstances in the

environment help “trigger” the behavior. Similarly, the events that immediately follow the behavior (consequence) can help maintain, increase or decrease problem behaviors. Behaviors that lead to

satisfying outcomes are likely to be repeated. Behaviors that lead to undesired outcomes are less likely to be repeated. When we become aware of what occurs prior to the behavior and what occurs after the behavior, we are better equipped to identify “why” the problem behavior is occurring. Understanding the problem behaviors purpose or “function” makes it possible to intervene effectively and resolve the problem behavior. All behavior is communication…remember the child is trying to tell you something.

You Must Know the WHY in order to intervene with APPROPRIATE interventions- There are two major functions of behavior: to GET something or to GET AWAY from something. Look at the following chart. Think of behaviors you have encountered or some of your own behavior. You may be surprised they all fit in the chart somewhere.

What do we expect out preschool students to do? We expect them to LEARN THROUGH

PLAY. These social-emotional skills that have been identified as essential for success in school: Ability

to get along with others – Follow directions – Identify and regulate emotions and behavior – Effectively problem solve to resolve conflict – Persist at a task – Engage in social conversation and cooperative play – Accurately interpret other’s emotions and behavior – Positively assess self and others – Willingness to try new things. Our preschool students learn these skills best through PLAY. Structured and unstructured play is the best means to learn these developing skills.

What are We Teaching? Preschool teachers are expected to teach social-emotional skills throughout their day during structured activities and/or through “teachable moments”. The HCS Preschool Learning Progressions contain a category for social-emotional skills, which provides teachers an outline to follow, as well as, resources have been uploaded into Blendspace to go along with each bi-weekly theme to be taught. Evidence based practices like, How Does Your Engine Run program, Zones of Regulation,

Functions of Behavior

GET GET AWAY

ATTENTION

TANGIBLE (object & activity)

SENSORY _ATTENTION

TANGIBLE (object & activity)

(6)

Program Guidance: Preschool Special Needs

Second Step, Power Teaching and The Alert Program, help support our knowledge that children with disabilities learn best when they can associate certain emotions with certain colors (green = happy; red = angry/mad). Adaptions to evidence based programs have been outlined in the learning progressions for our preschool teachers to follow and implement in their classrooms.

In addition to support social/emotional skills of our preschool population, teachers are expected to have a classroom design, which accentuates the following: organized and decluttered, visual boundaries, individual visual schedules/supports, whole classroom visual supports, classroom rules (which are repeatedly practiced through motions/gestures- Power Teaching Techniques), calm down area with calm down visuals, token economy systems to support positive reinforcement, first/then approach,

communication devices, and a well labeled environment which will best support the needs of our preschool population. Social stories, brain breaks (i.e.- yoga, breathing techniques, calming music) and the Second Step curriculum have all been outlined through the Learning Progressions & Blendspace and preschool teachers are expected to utilize them.

Redefining Our Roles. Including children with challenging behavior in the classroom, requires a shift in perspective and practice. See behavior as an attempt to communicate a message about unmet needs. See children with challenging behavior as in need of being taught skills, not willfully disobedient. See selves as facilitators of social-emotional development, not behavior managers. Understand the students identified in our school-based preschool special needs classrooms need the most intensive interventions. The worst thing we can do is suspend them or have their parents come pick them up (informal

suspension) especially if they are trying to GET or GET AWAY from something. This will inadvertently increase the undesired behavior. Instead, continue to work on the development of their social/emotional skills.

Set your students up to succeed. Do not expect a 3-year-old to sit quietly for a 20-minute circle time or a trio of five-year-olds to be able to work next to each other without talking. Support your

students’ growth and development with activities and materials that engage and challenge them but avoid frustration.

Make routines predictable. Make sure to prep the children when anything out of the ordinary is planned. Anxiety is a major reason for misbehavior in preschool-aged children; it does not always present itself as worry.

(7)

Program Guidance: Preschool Special Needs

Reference List/Citations

Alstot, A., & Alstot, C. (2015). Behavior Management: Examining the Functions of Behavior. Journal of Physical Education, Recreation & Dance, 22-28.

Carter, C. H. (2016). Preschool: Building Environments that Encourage Positive Behavior. Young Children, 66-73.

M. Conroy, K. S. (2018). Prevention & Treatment of Problem Behaviors in Young Children: Clinical Implications . SAGE.

M.L. Hemmeter, M. O. (2011). Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies. SAGE.

Reinke, E. D. (2012). Joint Trajectories of Symptoms of Disruptive Behavior Problems and Depressive Symptoms during Early Adolescences. Journal of Abnormal Child Psychology, 1123-1136. Second Step. (2011). Skills for Social and Academic Success. Seattle, Washington, USA.

Shellenberger, M. W. (1996). "How Does Your Engine Run?" A leader's guide to the Alert Program for self-regulation. Albuquerque, NM: TherapyWorks, Inc.