Core Programs

Early Intervention I & II

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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Receptive-Expressive Language

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Infants and Toddlers with Special Needs communication domain, The AEPS Measurement for Infants and Children-Assessment, Evaluation and Programming System for Infants and Children social-communication domain, the Peabody Early Experiences Kit for Language Development, the BRIGANCE Early Childhood Developmental Inventory- 2010 Revised pre-speech and speech domains and the Picture Exchange Communication System (PECS).

The curricular materials used for implementing the curriculum goals for Receptive-Expressive Language for Early Intervention I and Early Intervention II. These include a complete set of curricular materials provided in the Peabody Early Experiences Kit for Language Development, the Boardmaker CD providing a complete set of PECS symbols used for PECS language development and implementation of goals set forth in the BRIGANCE Early Childhood Developmental Inventory – 2010 Revised pre-speech and speech domains, the Autism and PDD Concept Development curriculum and Creative Resources for the Early Childhood Classroom, 5th Edition.

The following direct teaching strategies taught and practiced via direct teaching using adult modeling, peer modeling, verbal and visual 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), the use of intermittent discrete trials and the use of positive reinforcement.

Cognitive Skills / Pre-Academic Skills

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Infants and Toddlers with Special Needs cognition domain, The AEPS Measurement for Infants and Children-Assessment, Evaluation and Programming System for Infants and Children cognitive domain, The BRIGANCE Early Childhood Developmental Inventory – 2010 Revised readiness domain and the Portage Guide to Early Education cognitive domain. 

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The following direct teaching strategies used for teaching cognitive skills to Early Intervention I and Early Intervention II students include direct teaching using 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), 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), fading, wait time (after questioning/modeling, allow adequate time for the student to respond before providing further cues and prompts), the use of intermittent discrete trials and the use of positive reinforcement in motivating the students to gain new skills. 

Fine Motor / Gross Motor

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Infants and Toddlers with Special Needs fine motor and gross motor domains, The AEPS Measurement for Infants and Children-Assessment, Evaluation and Programming System for Infants and Children fine motor and gross motor domains and the BRIGANCE Early Childhood Developmental Inventory – 2010 Revised pre-ambulatory, gross motor and fine motor domains.

 

Self-Help Skills

The curriculum goals were derived from a combination of researched based sources including The AEPS Measurement for Infants and Children- Assessment, Evaluation and Programming System for Infants and Children adaptive domain and the Vineland Adaptive Behavior Scale daily living skills domain. The Board affirms that Self-Help Skills goals will be included in each student’s Individual Education Program based on information gathered from parents and/or caretakers via the Basic Information Questionnaire by the Board members during the Pre-IEP (Individual Education Program) meeting.

The Board members recognize and unanimously approve the following direct teaching strategies taught and practiced via embedded learning activities during snack time, lunch time, toileting and dressing and undressing for swimming which include direct one-to-one teaching, adult modeling and peer modeling.

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