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Special Education Programs Meeting Student Needs in Nassau County
Children’s preparation center
Student disability: significant developmental delays, including autism and mental retardation
Age of students: 5 to 8 years old (beginning of primary school)
Students attending this state-of-the-art early education center on Long Island require a highly individualized behavioral approach and small class size (6:1:2). As part of its educational/behavioural approach, specially trained program staff track the results of each student’s activities in ongoing documentation. The goals of the Long Island School Program include not only developing young people’s communication skills and increasing their social interactions, but also achieving individualized educational goals in pre-academic and academic programs. Parents and family at this Long Island school learn behavioral and educational strategies that can be used with children at home.
Applied Behavior Analysis (ABA) is the teaching methodology used throughout the program. Skills are broken down into small steps and various teaching techniques are used to ensure skill mastery under various conditions. This Long Island school uses a progressive Total Communication System which may include spoken words, photographs, pictures, symbols, and/or sign language, to increase communication skills. The PECS (Picture Exchange Communication System) method involves the child initiating a social exchange to make requests or communicate.
Carman Road Kindergarten
Student with a disability: preschooler with a disability (multiple disabilities, physical disabilities)
Age of students: 3 to 5 years old
The Carman Road School preschool program is one of many schools on Long Island that provides total educational intervention for children with multiple physical and cognitive disabilities in a specially designed environment. All children at this Long Island school are encouraged to reach their greatest potential through many activities that stimulate growth and development while building self-confidence. Young people are referred to the program by their local District Committee on Early Childhood Education (CPSE). Once accepted, they attend classes full-time, five days a week, entering an educational environment that promotes the greatest possible achievement.
The total perspective of the child at this Long Island school is used to meet the needs of each young person on an individual basis. The program emphasizes the development of physical skills and the growth of cognitive, social, emotional and linguistic skills. The unique abilities and needs of each child are considered in all program activities.
An engineered language-assisted environment, using visual strategies and assistive technologies, is used to encourage physical development and the development of communication skills in children attending this Long Island school. For each child, a multidisciplinary team develops strategies and methods to achieve the goals and objectives of their Individual Education Plan (IEP). Children receive physical, occupational, and speech therapy as prescribed in their IEP. Time is spent each day to encourage the development of skills needed for activities of daily living, such as feeding and dressing. Social skills are developed in structured activities and free play. This Long Island school uses individual and group projects such as painting, cooking, coloring, planting flowers, water play and using the sand table to develop motor skills and learning . Children work with specially trained teachers in the learning center where they begin to use assistive technology, adaptive computers, specialized software, touch screens and light switches. Access to adapted physical education provides opportunities for additional motor skill development for children attending this Long Island school.
Parents can visit their child’s classroom and observe the program. They can also discuss with the class teacher and with the members of the multidisciplinary team during these visits and throughout the year if necessary. Parents are also involved in developing the child’s IEP. Parent-Teacher Association (PTA) meetings at this Long Island school cover topics important to the education and management of children with special needs and are held monthly.
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