Core Programs

Pre-Kindergarten I, II & Junior I

Social-Emotional Development

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers with Special Needs social adaptation domain, The Vineland Adaptive Behavior Scales socialization domain and the Portage Guide to Early Education socialization domain. 

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Special education strategies used in implementing the curriculum goals for Social-Emotional Development for Pre-Kindergarten I, Pre-Kindergarten II and Junior I. 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 Pre-Kindergarten I, Pre-Kindergarten II and Junior I 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 hyper-active children and children with low muscle tone who cannot tolerate sitting on their chair.

Receptive-Expressive Language

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The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers 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 speech domain, the Picture Exchange Communication System (PECS), the Lindamood-Bell Talkies program and the Alligators to Zucchini Early Literacy program vocabulary and comprehension domains.

The curricular materials used for implementing the curriculum goals for Receptive-Expressive Language for Pre-Kindergarten I, Pre-Kindergarten II and Junior I. 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 speech domain, the Autism and PDD Concept Development curriculum, the Lindamood-Bell Talkies curriculum resources, Creative Resources for the Early Childhood Classroom, 5th Edition and a set of games provided in the Alligators to Zucchini Early Literacy program to teach object words, action words, descriptive words, following directions and asking and answering questions.

The following direct teaching strategies taught and practiced via direct teaching using adult modeling, peer modeling, verbal and visual cues and prompts 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 Preschoolers with Special Needs cognition domain, The BRIGANCE Early Childhood Developmental Inventory – 2010 Revised general knowledge, readiness, basic reading and basic math skills domains, the Curriculum Experiences for Literary, Learning and Living- Primary, the Autism and PDD Concept Development Program, the Houghton Mifflin Pre-K Math curriculum , the Houghton Mifflin Early Emergent Reading curriculum and the Alligators to Zucchini Early Literacy program phonemic awareness, phonics and fluency domains. 

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The curricular materials provided in the Curriculum Experiences for Literacy, Learning and Living- Primary, The Autism and PDD Concept Development program, the Houghton Mifflin Pre-K Math curriculum, the Houghton Mifflin Early Emergent Reading Curriculum and the Alligators to Zucchini Early literacy program and the Curriculum Experiences for Literary, Learning and Living- Primary.

The following direct teaching strategies taught via one-to-one and small group direct teaching including adult modeling and peer modeling, verbal cues and prompts, 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.

Fine Motor / Gross Motor

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers with Special Needs fine motor and gross motor domains, the BRIGANCE Early Childhood Developmental Inventory gross motor, fine motor and manuscript writing domains and the Portage Guide to Early Education motor domain and the Handwriting Without Tears program.

 

 

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 Preschoolers 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 recognizes that the curriculum for Self-Help Skills is comprehensive and complete and votes unanimously to approve the curriculum.

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For enquiries please call: 6733 1172 or email to info@genesisschool.com.sg
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