Greenwood 50 Special Education Preschool Program

Special Education Preschool Programs

3 and 4 year old programs available at Greenwood Montessori and Early Childhood
4 year old programs located at all elementary schools except Merrywood and Mays Elementary.
3-5 year old programs available for children with significant disabilities at Woodfields, Mathews, Merrywood, and Lakeview Elementary
Itinerant services available in the community, Head Start, and Instructional Services Center (Genesis)

Vision

The vision for the Special Education Preschool Program in Greenwood School District 50 is to ensure that children with disabilities and their families receive individualized services and resources, so that all children enter the K-12 program with the competencies and supports they need to access and participate in the general curriculum and in all aspects of the school.

Mission

The mission of the Special Education Preschool Program is to provide a coordinated early childhood system, maximize family engagement, coordinate transitions between Early Intervention and Preschool Special Education, and improve student outcomes.

Values

We believe all young children with disabilities and their families have a right to high expectations, dignity, respect, and opportunity in an educational program that is geared to their unique and individual needs.
We believe that agencies serving young children should work together to achieve a unified system of support and services.
We believe every child communicates, and can learn and grow.
We believe in self-determination and that education should be child/family-driven to the fullest extent. Research and our experiences show that the more children and their families are involved in their own future, the better that future is likely to be.
We believe each child’s experience of disability is unique.
We believe our work is urgent, and early access to services and interventions is critical.
We value the unique and necessary expertise that parents and families have about their children.
We believe that a well trained and well prepared early childhood workforce is able to individualize instruction to meet the needs of all children, including those with special needs.
We believe that technology and social networking can be a valuable way to connect families with other families, families with professionals, and professionals with other professionals.

Child Find

A child may be referred for screenings by parents, pediatricians, private preschools, Head Start Centers, BabyNet, and other outside agencies.
Referrals are made to the Child Find Facilitator*. The child is scheduled to attend a preschool screening clinic.
The Child Find Facilitator will mail a packet of materials to be completed by the parents and returned prior to or on the day of the clinic.
During the clinic, a developmental screening is conducted. This includes vision and hearing screenings, motor, cognitive, and language screenings, and an observation of the child at play.
Results of the screenings are reviewed by the preschool team and children who score At-Risk for potential developmental delays are identified.
The Child Find Facilitator reviews results of the screenings with parents. If further evaluation is recommended, consent for an evaluation is obtained through a Referral/Evaluation Planning meeting.

*Child Find Facilitator - Connie Luker (864-941-5473)

Challenging Behavior: Prevention Strategies for Children with Disabilities

Children who exhibit challenging behaviors do not necessarily have disabilities. And, conversely, not all children with disabilities have challenging behaviors. Why do children engage in challenging behaviors? There’s usually a message they are trying to communicate.

Challenging behavior can often be addressed through prevention strategies. For children with disabilities who have challenging behavior, the process is the same as for all children, but the strategies might differ depending on children’s Individual Education Plans (IEPs) and their specific needs and strengths. The following strategies can be individualized as needed.

Classroom Schedules and Routines:

Have consistent schedules and routines
Make sure the content and length of activities are developmentally appropriate
Be intentional about using visuals to teach routines
Give consistent feedback
Provide more individualized support for children with disabilities who have challenging behavior during routines. They may need an individualized visual schedule or a peer buddy, for example.

Transitions:

Try to minimize the number of transitions
Teach expectations
Model or provide visual examples of appropriate things to do while waiting (counting, singing a group song, playing Simon Says)
Allow children to transition at separate times or in smaller groups as needed

Large Group Activities:

Consider the length of the activity (especially circle time). Is it age appropriate?
For children who are working on expanding their attention, shorten wait times and allow breaks
Use visuals to make rules clear and to break tasks into smaller steps
Provide ongoing feedback to expand children’s understanding, participation, and learning

Types of Support:

Visuals

To help children communicate their needs
To break down tasks
To clarify expectations

Timer

To provide a safety signal so children know when something is coming to an end

Adult Support

To facilitate large group activities
To model and provide examples, and help children who need more intensive support
To provide choices

Peer Support

To model, think-pair-share, or be a buddy

Child Preferences

To increase children’s motivation and engagement in tasks that can trigger challenging behavior

The National Center on Quality Teaching and Learning

Autism: Differentiating the Identification Process between the Medical and Educational Professions

Medical Diagnosis

Based on DSM-V Criteria

Identifies the diagnostic category of Autism Spectrum Disorder, reflecting a continuum of impairment

Used in private, medical, and clinical settings

Requires symptoms to be present prior to age three

Does not examine academic performance

May be determined by licensed physicians, psychologists, or a team of medical professionals

Provides prognosis and/or treatment plan

Links services to insurance providers

Paid for by parents or insurance providers

Used nationally

Educational Eligibility

Based on IDEA Eligibility Criteria

Refers to broad disability category: Autism

Used in public schools

Eligibility can occur at any age, given all criteria are met

Determines extent to which behaviors affect academic performance and access to general education curriculum

Must involve the educational team, including the child's parents or guardians

No prognosis provided; reevaluation every three years to determine eligibility and access to specialized services in schools

Determines need for necessary services and supports at no cost to parents

Free for parents; paid for by school system

Criteria determined by states based on IDEA guidelines