Concerned about your child's development?

The preschool screening is designed to find children who may require a more thorough assessment at a later date. It includes a parent interview and an observation of your child.

The screening procedures may involve activities to address the following:

• social skills
• behavior
• speech/language
• vision
• sensory-motor
• hearing
• pre-academic development

As young children demonstrate their abilities and unique learning style through play, a variety of play activities are used to determine a child's areas of strengths and weaknesses. When appropriate, further individual assessments may be given.

The early childhood specialist may:

• Participate in screenings, evaluations and individualized planning for the child;
• Travel to and consult with teachers in community preschools;
• Travel to and work with the child and parents in the home setting;
• Consult with other professionals and community groups to promote collaboration among parents, schools and community.

When an evaluation identifies severe delays in communication (expressive and/or receptive, articulation) relative to age expectations, speech/language services are appropriate.

Speech/language services may be provided indiivdually, in small groups, or as consultation with related staff members.

Stratgegies and activities fo consistncy of skills between home and intervention staff are provided.

It is typical for most children to have some articulation errors.

Children evaluated with delays in activities of daily living, fine, gross and/or sensory motor areas;

Discussion and collaboration with parents, caretiver, staff and community resources on strategies and activities to meet each child's needs;

Provide appropriate occupational therapy and/or physical therapy intervention.

Our program serves children ages 3-5 who demonstrate developmental delays or disabilities in speech/language development, motor skills, cognition, socialization, behavioral/emotional growth, and/or adaptive behaviors. The children are either integrated into a classroom comprised of typical peers and other children with special needs, or they are placed in a more intensive program with opportunities for typical peer interaction.

Classes meet four days a week, Monday through Thursday. Fridays are dedicated as assessment, transition, and training days.