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SPECIAL NEEDS PRESCHOOL
Teacher: Cyndi [email protected] Shoals Elementary School
2300 Shoals School RoadDouglasville, GA 30135
770 651-3900
SIGNIFICANT DEVELOPMENTAL DELAY Children identified as having
delays in at least one of five developmental domains.
Identified between age 3 and 5 May receive services through age
7
DEVELOPMENTAL DOMAINS Social Skills Activities of Daily Living
(Self-Help) Motor Skills Cognitive Skills Communication Skills
SOCIAL SKILLS Appropriate Play
Maintaining attention Use of materials
Interaction Skills Initiating Play/Conversation Responding to Play/Conversation
MOTOR SKILLS Gross Motor
Running Jumping Climbing Hopping
Fine Motor Cutting Writing Small Object
Manipulation
Additional Support: Physical Therapist
Additional Support: Occupational Therapist
COGNITIVE SKILLS Perceptual Skills
Puzzles Sizes of objects Finding hidden
objects
Memory Rote Counting Singing Songs Retelling Stories
COMMUNICATION SKILLS Expressive
Language Verbalizing wants
and needs Identifying objects
Receptive Language Following
directions Knowing what
objects are
Additional Support: Speech/Language Therapist
ACTIVITIES OF DAILY LIVING (SELF-HELP) Eating Skills
Using utensils Appropriate manners while eating Taking small portions
Dressing Skills Utilizing fasteners
Toileting Producing Initiating
Additional Support: Occupational Therapist
Sample Schedule8:00-8:30 Job time/Breakfast8:30-9:20 Jobs/DTT (Discrete Trial Teaching)9:20-9:40 Circle time (Literacy Component)9:40-10:00 Walk/Social skills within building10:00-10:20 Snack10:20-10:30 Art10:30-10:45 Play skills10:45-11:10 Outside play/ Gross motor activities11:10-11:25 Circle (Creative Development)11:25-12:00 Lunch and restroom12:00-1:30 Rest time1:30-2:00 Snack and review of skills2:00-2:30 End of day
Arrival, Job Time, and Breakfast When students first arrive, they remove their
daily folder from their backpack and place it in a desk. They put their backpacks and coats in their individual cubbies. They locate their picture, name, and task on the job board. They retrieve the materials needed for that job and complete it. When their job is finished, they use a picture exchange to receive their breakfast.
This time period is concluded with a clean-up song. Students clean up materials and sit in their chair at circle time. Chairs are marked with seat markers.
Discrete Trial Teaching Discrete trial teaching is an applied behavioral analysis
method of direct instruction. The method uses repetition and reinforcement so a student can understand what behavior is expected.
Ten trials for each skill are presented in succession. Reinforcement is given when a child independently
produces the skill, or when a gesture prompt is used. If a child does not produce the skill, the adult working
with the child will offer hand over hand assistance. Data is taken and graphed for visual representation of
each child’s level of function. This time period is concluded with a clean-up song.
Students clean up materials and sit in their chair at circle time.
Circle Time- Literacy Development
Concepts are introduced and/or re-visited.
Students choose the story they want to read.
Props are used to reinforce concepts and encourage active participation.
Walking and Social Skills Each day, we walk through the school
building. This gives us the opportunity to practice remaining with our class.
In addition, we work on our social skills through greeting adults and children we see as we walk.
Vocabulary is addressed by looking at the displays outside the classrooms.
Restroom and Snack When appropriate, students work on
toileting skills. Dressing and hand washing is integral to this time of day.
Snack consists of a drink and snack items. Healthy snacks are introduced. This includes fruits and vegetables. Warm vegetables, fruit salad, oatmeal and pudding allow for utensil usage. Finger foods such as goldfish crackers and pretzels are a time work on the pincer grasp.
Specialized diets and allergies are noted.
Outside Play/Gross Motor Weather permitting, our class goes
outside to play. We climb, run, and slide on playground equipment.
In inclement weather, or a time crunch, we stay in the class and work large muscles through activities. We crawl through tunnels, use a parachute or play songs that encourage movement.
Circle Time- Creative Development
This group time includes musical choices
This time tends to be more socially interactive with adults and peers.
Skill Encouragement
Positive support is given throughout each activity.
Reinforcement is given based upon the preferences of each child.
Specific praise is given for compliance to directives
Verbal reminders of expected behavior are given frequently.
When necessary, time away from friends is used to help a child regain control.
Parents are encouraged to share information about their children’s preferences.
Communication and Collaboration Teachers and Therapists
Collaborative services are offered for speech therapy, occupational therapy, physical therapy, and behavioral therapy on an eligibility basis. When services are received, teachers and therapists consult with parents and inform parents of interventions and the results of the interventions.
Communication and Collaboration
School and HomeDaily folder has information about the child’s day at school. Phone and email information is listed on the daily behavior chart.Parents are encouraged to share information about their child.
Research Based Methodology Used in the Classroom
Color Coding Early Literacy
Phonemic Awareness Left-to-right progression
Applied Behavioral Analysis Discrete Trial Teaching
Color Coding Color coding is a visual strategy to
help children function. In our class, we use it to help with the classroom routine and identifications.
We use color coding for name recognition, cubbies, daily folders, and data logs.
Early Literacy in the Classroom Phonemic awareness, the ability to
manipulate sounds, is stressed in the classroom. We use nursery rhymes, rhyming and rhythmic stories in the classroom to help children gain this understanding.
Because books are read from a left-to-right and top-to-bottom progression, we use these same patterns of flow during circle time and snack time to pass out and gather materials.
Early Literacy in the Classroom To encourage participation with print
material, books are frequently adapted to the needs of the child. This may include adding picture symbols of vocabulary concepts to the pages.
Interactive activities with and without the books are integral to our literacy component of our classroom.
Applied Behavioral Analysis
ABA teaching styles are a systematic method of teaching where a child is reinforced for appropriate responses at a high rate until the rate of responses is consistent.
Student desires and learning styles are taken into account when a program is initiated.
Teacher Training 1990- Graduated with B. S. in Mental
Handicaps 1990- Certification for teaching Specific
Learning Disabilities and Behavior Disorders 1991- Certificate in Early Childhood
Education 2003- Certificate for Special Education at
the preschool level 2005- Graduated with M. Ed. in Special
Education-Interrelated
Professional Development
In addition to coursework for university credit and in-house staff development, I have gained knowledge from the following workshops:
September, 2002 - Assessment of Basic Language and Learning Skills (ABLLS)
August, 2003 - Autism Institute
Thank You! I am glad you looked at our program
information. I hope you found it to be informative.
Contact information:[email protected]
770 651-3900Program Supervisor:
[email protected] 651-4350
