Social-Emotional Development

The curriculum domains reviewed include Social-Emotional Development, Receptive-Expressive Language, Fine Motor, Gross Motor, Cognitive/ Pre-Academic Skills and Self-Help Skills.

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Infants and Toddlers with Special Needs Social-Adaption domain, The AEPS Measurement for Infants and Children-Assessment, Evaluation and Programming System for Infants and Children Social domain, the Vineland Adaptive Behavior Scales socialization domain and the Portage Guide to Early Education socialization domain.

Special education strategies used in implementing the curriculum goals for Social-Emotional Development for Early Intervention I and Early Intervention II. The Board members recognize and unanimously approve the following direct teaching strategies used including cues and prompts (draw attention to the natural cues/prompts in some way, ask a question about a necessary option, tell the student what action to take, physically guide the student through the process), PECS symbols are used as visual cues and prompts; modeling (point out someone who is doing the behavior correctly, demonstrate the action that needs to be taken) shaping (break the task/behavior into smaller steps, model steps, have student complete initial or final step of the task that has been broken down into smaller steps and modeled for the student, gradually add steps for the student to complete) and the use of positive reinforcement.

Additional curricular materials required for implementing the curriculum goals for Social-Emotional Development for Early Intervention I and Early Intervention II are sensory based materials to promote regulation. These include weighted vests to help calm children who present with hyper-responsiveness and the FitBALL Wedge Jr. to help hyperactive children and children with low muscle tone who cannot tolerate sitting on their chair.

On-going assessment is carried out as an integral part of the Individual Education Program (IEP) process during scheduled one-to-one individual teaching sessions and small group teaching sessions.

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