We Educate for Excellence

Westlake Elementary School



The Westlake Preschool Program provides preschool services to children with disabilities and typically developing peers. Names are added on an ongoing basis to our waitlist for typical peers to participate as role models in all areas of development. If you are interested in your child participating in this program, call 440.250.1264 or email us to be added to the waitlist. Peer screenings are typically held in February.

Our Philosophy

Our early childhood services are founded on the following beliefs:

    • Children learn best when activities are developmentally and individually appropriate;
    • Children acquire the appreciation of differences in society through the interactions with diverse groups of children and adults;
    • Children learn best through play, exploration and discovery;
    • The inter-relationships between the child, family and community form the core of preschool planning;
    • Children need to have their basic needs met in order to fully develop their potential;
    • The dispositions that children need to acquire are learned primarily from being around people who exhibit them.

We further believe that preschool programming should encompass and integrate all aspects of a child's development, including:

          • self-help/independence
          • cognitive/pre-academic
          • sensory-motor
          • aesthetic
          • communication
          • social-emotional

Collaborative efforts between home, school, agencies and community enhance the preschool experience, and together they assist in preparing children for their next learning environment. These efforts must support skills in decision-making, self-confidence, problem-solving, and acceptance of self and others according to their own unique needs.

Services Available

Developmental Screenings & Evaluations

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.

Itinerant Services

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.

Occupational/Physical Therapies

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.

Center-Based Special Needs Classroom

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.