IV. Teaching and Learning


IV. Teaching and Learning: The program implements research-based teaching and learning strategies that enable preschool children with disabilities to achieve maximum potential in meeting the learning standards.

Component A:
Curriculum

The program implements a developmentally and functionally appropriate curriculum that meets the individual needs, capabilities, learning styles and interests of the children.

Quality Indicators:

Check (3) if implemented

  1. The curriculum reflects the philosophy and mission of the program and is grounded in the most current research on child development and best practices in early childhood (special) education.

q

  1. The curriculum follows a normal developmental sequence, with adaptations to accommodate varied ability and functioning levels.

q

  1. The curriculum is aligned and supports the New York State learning standards in preparation for the school-age curriculum. Opportunities are provided to promote skills in the following developmental domain areas:

  • cognitive development: reasoning and problem-solving skills

q

  • literacy

q

  • mathematical concepts

q

  • scientific methods

q

  • language development: expressive and receptive communication skills

q

  • social-emotional development: self-concept, self control and interpersonal skills

q

  • physical development: gross, sensory-motor and fine motor skills

q

  • personal health and safety skills

q

  • aesthetic development – the creative arts

q

  • approaches to learning

q

  1. The curriculum recognizes the importance of:

  • active engagement and participation

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  • social interactions with children and adults

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  • child-initiated activities

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  • contextually-relevant experiences

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  • learning through play

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  1. The curriculum reflects and respects diversity in culture, language, religion and gender.
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  1. Teachers have a common understanding of the curriculum and use it to plan instruction.
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Rating for Curriculum:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component B:
Instruction

The program provides a variety of developmentally and functionally appropriate activities, experiences and materials that engage children in meaningful learning.

Quality Indicators:

Check  (3) if implemented

  1. Learning activity/instruction support curriculum and attainment of learning standards.

q

  1. Instruction, activities and services are implemented as indicated on each child’s IEP.

q

  1. A daily routine is established and followed that includes a balance of:

  • active and quiet activities

q

  • adult- and child-initiated activities

q

  • guided, facilitated and independent activities

q

  • whole group, small group and individual activities

q

  • indoor and outdoor activities

q

  • appropriate time for snacks, meals, clean-up and transition

q

  1. Learning experiences affirm and respect cultural and societal diversity including language differences.

q

 

  1. A variety of learning formats and instructional materials are used, as necessary, to address a range of student performance including play, environmental routines, family-mediated activities, small group projects, cooperative learning, exploration and inquiry experiences, reflective thinking and practice and systematic instruction.

q

  1. Learning activities build on children’s interest, knowledge and life experiences and are individualized to accommodate functioning levels, preferences, physical development and management needs.

q

 

  1. Group guidance and problem-solving techniques are implemented for children to teach positive social and interpersonal skills, positive conflict resolution strategies and to develop self-control and self-esteem.

q

 

  1. Methods of behavior support and management are individualized to meet the functional behavioral needs of each child. These methods may range from less directive interventions (e.g., verbal support, modeling) to more directive and structured interventions (e.g., functional behavioral plan).

q

 

  1. Adaptive equipment, assistive technology and communication devices are available and used for the child to benefit from instruction.
q
  1. A variety of opportunities exist for preschool children with disabilities to interact with typically developing peers. Integrated services are provided in the context of naturally occurring activities and routines.
q
  1. Staff members monitor program activities and services frequently and make changes in programming as needed in accordance with children’s IEPs.
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Rating for Family Education:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component C:
Integration of Related Services

Special education and related services staff collaborate with each other and with teachers, families and other caregivers to address the needs of children.

Quality Indicators:

Check (3)  if implemented

  1. Special education and related services staff provide the appropriate service model to meet each child’s IEP goals and objectives. This may include:

  • direct, individual or group services in integrated or segregated classrooms

q

  • direct services out of the classroom in specialized settings (therapy room) or in natural environments such as the home, nursery school, day care center, playground or other

q

  • consultation in or out of the classroom

q

  1. Special education and related services staff consider each child’s cultural background, preferred language, interests, current level of performance and IEP goals and objectives when they implement services.

q

  1. Related services staff assist and support teachers and other caregivers in implementing each child’s IEP goals and objectives. They:

  • assist the CPSE in identifying the need for supplementary aids/services, assistive technology and communicative devices and consult with teachers and other caregivers on their use

q

  • work with teachers and other caregivers to adapt the physical, social or activity environment, instructional materials and methods

q

  • work with teachers and other caregivers to address each child’s IEP goals and objectives during ongoing activities and daily routines

q

  1. Special education and related services staff promote generalization of targeted skills across multiple environments (where appropriate), including the classroom, gym, playground and home.

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  1. Special education and related services staff implement and monitor the recommended intensity of services including: frequency, duration, location and group size. Services are implemented as indicated on the child’s IEP.

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  1. Special education and related services staff communicate and collaborate with families about their child’s progress, and they relate to families as partners to facilitate child learning and development.

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  1. Special education and related services staff document each child’s progress and participate in CPSE meetings (as appropriate).

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  1. The special education teacher coordinates a team effort that includes planning and service implementation when special instruction and related services are indicated.

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Rating for Integration of Related Services:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component D:
Assessment

The program uses a collaborative, ongoing, systematic process for collecting assessment data to facilitate program planning and instruction, measure child progress and contribute to quality improvement activities.

Quality Indicators:

Check (3)  if implemented

  1. Assessments measure child progress in learning, development and multiple skill areas: cognitive development, language and communication, social-emotional development, motor development, personal health and safety skills, approaches to learning and progress toward attaining the learning standards.

q

  1. Assessments are ongoing. Staff members regularly monitor instruction and the development of skills and modify learning activities as needed. Referrals are made to the CPSE as appropriate.

q

  1. A variety of informal and formal assessment instruments/procedures are used. Instructional decisions following assessments evolve through discussions involving a team of teachers, families and appropriate professionals.

q

  1. Assessment instruments/procedures are reliable, valid, culturally unbiased and age-appropriate in both content and method. They are administered in compliance with established criteria and standards.

q

  1. Families are active partners in the assessment process. They are considered a valued source of assessment information, as well as a recipient of the assessment results.

q

Rating for Assessment:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation