needs without approval unless a different placement is indicated in the child’s IEP. Early PreK program personnel collaborate with a team of family members and multi-disciplinary professionals to develop or update the Individualized Educational Programs (IEP) for each child with special needs, consistent with federal and state regulations. Early PreK program classrooms must provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA). Preschool classrooms will provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA) and consistent with a individualized child’s education program (IEP). The amount and location of services is determined by the IEP team. student’s Early PreK programs integrate children with disabilities and developmental delays are into groups of peers of the same age, with supports from appropriate service providers. Early PreK program integrate ancillary services (e.g. occupational, speech/language, and/or physical therapy) within regular program activities and routines to the maximum extent appropriate as indicated for the child with an IEP. Depending on the group of children served, and the nature and severity of the disabilities of children served, the adult to child ratio might be smaller. Essential Element V: Developmentally Appropriate Content, Learning Environment and Curriculum Implementation RATIONALE: Young learning is dependent on the development of language children’s and cognitive and socio-emotional skills (Thompson & Happold, 2002). In early childhood, the development of these foundational skills lays the foundation for later learning. A developmentally appropriate setting for young children and families is positive, responsive, stimulating and supportive. The classroom climate is inclusive, accommodating and accessible to all children. Teachers facilitate the development of attitudes and behaviors that prepare children for school success including compassion, trust, creativity, self-control and perseverance. V-A. The physical environment and furnishings are planned to support active engagement, learning, participation and membership of all children. The atmosphere of each classroom is child-oriented, inclusive, and comfortable for all children. Compliance Indicators:
needs without approval unless a different placement is indicated in the child’s IEP. Early PreK program personnel collaborate with a team of family members and multi-disciplinary professionals to develop or update the Individualized Educational Programs (IEP) for each child with special needs, consistent with federal and state regulations. Early PreK program classrooms must provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA). Preschool classrooms will provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA) and consistent with a child’s individualized education program (IEP). The amount and location of services is determined by the student’s IEP team. Early PreK programs integrate children with disabilities and developmental delays are into groups of peers of the same age, with supports from appropriate service providers. Early PreK program integrate ancillary services (e.g. occupational, speech/language, and/or physical therapy) within regular program activities and routines to the maximum extent appropriate as indicated for the child with an IEP. Depending on the group of children served, and the nature and severity of the disabilities of children served, the adult to child ratio might be smaller. Essential Element V: Developmentally Appropriate Content, Learning Environment and Curriculum Implementation RATIONALE: Young children’s learning is dependent on the development of language and cognitive and socio-emotional skills (Thompson & Happold, 2002). In early childhood, the development of these foundational skills lays the foundation for later learning. A developmentally appropriate setting for young children and families is positive, responsive, stimulating and supportive. The classroom climate is inclusive, accommodating and accessible to all children. Teachers facilitate the development of attitudes and behaviors that prepare children for school success including compassion, trust, creativity, self-control and perseverance. V-A. The physical environment and furnishings are planned to support active engagement, learning, participation and membership of all children. The atmosphere of each classroom is child-oriented, inclusive, and comfortable for all children. Compliance Indicators:
FY16-Threes-Program-Standards-3-29-151.docx