for young children with special needs · city schools is your partner as you and ... programs for...
TRANSCRIPT
for Young Children with Special Needs
EARLY LEARNING PROGRAMS
As a parent or guardian, you have an essential role to play as your child’s first teacher.
And, as a parent or guardian of a young child with special needs, you are also an important
advocate for your child’s education. City Schools is your partner as you and your family start
on this journey of learning and growth with your child.
This booklet describes the special education programs available through City Schools for
infants to 5-year-olds. There are many options, with programs designed for children with
a range of developmental, language, behavioral or medical requirements. Browse these
pages to find out about the programs available to meet your child’s needs.
We look forward to including you and your family in the great things that happen every day
in City Schools classrooms!
to Baltimore City Public Schools!
WELCOME
Programs for Young Children with Special Needs
For children receiving special instruction 2
For children with intensive social, emotional or behavioral needs 5
For children with diagnoses on the autism spectrum 6
For children with hearing loss 7
For children receiving itinerant services 8
For children attending Head Start 8
For infants and toddlers 8
Important contact information Back cover
EARLY LEARNING
FOR CHILDREN RECEIvING spECIAL INStRuCtION
Bright and Ready
Small groups of children—with and without special needs— get together in a community setting (not a school classroom) to learn by exploring. There’s a particular focus on oral language development and, for those with Individualized Education Programs (IEPs), IEP goals and objectives are embedded in activities provided by the host site in collaboration with parents and City Schools staff.
Discover with Me
For 2½ hours every day, children learn, discover and build a foundation for later exploration in math, reading and other subjects. Children with and without IEPs work together, guided by principles from the Montessori approach and focusing on the skills of concentration, coordination and independence.
3- and 4-year-olds (who are too young for pre-k):
Five days a week at Armistead Gardens Elementary/Middle School, Callaway Elementary/Middle School, Garrett Heights Elementary/Middle School, Grove Park Elementary/Middle School, John Eager Howard Elementary School, Lakewood Elementary School, Rognel Heights Elementary/Middle School or Thomas Johnson Elementary/Middle School
3- and 4-year-olds (who are too young for pre-k):
Monday and Thursday at the Enoch Pratt Free Library, Reisterstown Road branch
Wednesday at Port Discovery Children’s Museum
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3
Early Learning Environment
This program provides support and targeted instruction for children with educational and language delays—including a structured environment with predictable routines, research-based literacy and math curricula and medical services as required. Programs for 3-year-olds follow a modified Montessori approach.
Settings vary, depending on children’s ages and particular needs. For children who do not require medical support, program locations at comprehensive elementary or elementary/middle schools provide opportunities for interaction with children without IEPs. For those with medical involvement, the program is located at a dedicated facility with on-site medical staff.
Preschool Adaptive Curriculum Environment (PACE)
For children with delays in adaptive functioning (such as communication and comprehension, social or life skills), PACE provides proven-effective teaching methods and a focus on life skills. For children who do not require medical support, the program location at a comprehensive elementary school provides opportunities for interaction with children without IEPs. For those with medical involvement, the program is located at a dedicated facility with on-site medical staff.
3- and 4-year-olds (who are too young for pre-k):
Five half-days a week at Armistead Gardens Elementary/Middle School or John Eager Howard Elementary School
Pre-k and kindergarten students:
Five full days a week at Cherry Hill Elementary/Middle School, Dallas F. Nicholas, Sr., Elementary School, Furman L. Templeton Elementary/Middle School, Liberty Elementary School or Walter P. Carter Elementary/Middle School
3- and 4-year-olds, pre-k and kindergarten students with multiple disabilities and medical needs:
Five full days a week at the William S. Baer School
3- and 4-year-olds (who are too young for pre-k), pre-k and kindergarten students:
Five half-days a week at Dallas F. Nicholas, Sr., Elementary School
3- and 4-year-olds, pre-k and kindergarten students with severe delays and medical needs:
Five full days a week at the William S. Baer School
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FOR CHILDREN RECEIvING spECIAL INStRuCtION (CONtINuED)
FOR CHILDREN WItH INTENsIvE sOCIAL, EMOTIONAL
OR BEHAvIORAL NEEDs
Early Therapeutic Environment
When a child’s social, emotional or behavioral needs cannot be accommodated at a neighborhood school, this program provides short- or long-term support along with instruction. Teachers use proven-effective instructional strategies in a setting that emphasizes consistent rules and routines and rewards positive behavior. Crisis counseling and other supports are provided by on-site clinical staff.
The short-term setting is housed within a comprehensive elementary school, providing children with opportunities for interaction with children without IEPs. For students needing long-term support, mental health and other related medical services are available at a dedicated facility.
Pre-k and kindergarten students:
Short term for five full days a week at Moravia Park Elementary School
Kindergarten students:
Long term for five full days a week at Sharp-Leadenhall Elementary School
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FOR CHILDREN WItH DIAGNOSES ON tHE AutIsM spECtRuM
Let’s Grow
Children with autism and autism-related behaviors learn and play together with children without IEPs. Designed in collaboration with the Kennedy Krieger Institute, it provides support for children with communication, social or behavioral needs. Particular attention is paid to oral language development and social interaction, and teachers use research-based instructional techniques including involving the senses, providing lots of visual support and using predictable routines.
3- and 4-year-olds (who are too young for pre-k):
Five half-days a week at John Eager Howard Elementary School
Pre-k and kindergarten students:
Five full days a week at Garrett Heights Elementary School
Early Learning Environment—Autism
For children with communication, social and behavioral needs, this program offers developmentally informed teaching strategies delivered within research-based literacy and math curricula. Special attention is paid to language skills and social interaction, and children are taught in a framework that provides routine and incorporates use of the senses. Programs for 3-year-olds follow a modified Montessori approach.
Settings vary, depending on children’s ages and particular needs.For children who do not require medical support, program locations at comprehensive elementary or elementary/middle schools provide opportunities for interaction with children without IEPs. For those who also have medical involvement, the program is located at dedicated facilities with on-site specialized and medical staff as appropriate.
3- and 4-year-olds (who are too young for pre-k):
Five half-days a week at Calverton Elementary/Middle School or Moravia Park Elementary School
Pre-k and kindergarten students:
Five full days a week at Alexander Hamilton Elementary School, Calverton Elementary/Middle School, Edgecombe Circle Elementary/Middle School or Walter P. Carter Elementary/Middle School
Five full days a week at Lois T. Murray Elementary/Middle School (provided in collaboration with Kennedy Krieger Institute)
3- and 4-year-olds, pre-k and kindergarten students who also have medical involvement:
Five full days a week at the William S. Baer School
6
3- and 4-year-olds (who are too young for pre-k):
Five half-days a week at John Eager Howard Elementary School
Pre-k and kindergarten students:
Five full days a week at Garrett Heights Elementary School
FOR CHILDREN WItH HEARING LOsS
Early Learning Environment— Auditory/Oral
This program provides a language-rich environment, where children experience an academic curriculum while concentrating on communication and thinking skills. Teachers are specialists in working with hard-of-hearing children, and make use of ear-level FM systems that help students develop speech, language and auditory skills. Different classes provide support for children who wear hearing aids or have cochlear implants and for those with severe to profound hearing loss who experience little benefit from aids or implants. Settings in comprehensive elementary schools provide opportunities for interaction among students with and without hearing loss.
3- and 4-year-olds (who are too young for pre-k) with hearing aids/cochlear implants:
Five full days a week at John Eager Howard Elementary School
Pre-k and kindergarten students with hearing aids/cochlear implants:
Five full days a week at Gwynns Falls Elementary School
3- and 4-year-olds, pre-k and kindergarten students who experience little benefit from hearing aids/cochlear implants:
Five full days a week at Gwynns Falls Elementary School or John Eager Howard Elementary School
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FOR CHILDREN RECEIvING ItINERANT sERvICESChildren ages 3 to 5 who need only speech or other related services receive these at their neighborhood school, directly from related services providers. Parents/guardians accompany their children at scheduled appointments at their neighborhood school, with frequency of services dependent on the children’s individual needs.
FOR INFANTs AND tODDLERSParent and Infant Early Stimulation (PIES)
The PIES program provides family-focused early language intervention for children with IFSPs. Each class is co-taught by a speech-language pathologist and an early childhood special educator. Parents attend the classes with their children and receive support in their efforts to develop communication, play, social and adaptive behaviors in their young children.
Infants to 3-year-olds:
One or two half-days a week at Garrett Heights Elementary/ Middle School or John Eager Howard Elementary/Middle School
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FOR CHILDREN AtTENDING HEAD sTARTChildren ages 3 to 5 with IEPs, Individualized Family Service Plans (IFSPs) or extended IFSPs who attend Head Start receive services on site at their programs. City Schools special educators and related services providers work directly with Head Start teachers to provide services, with frequency of services dependent on children’s individual needs.
FOR INFANTs AND tODDLERS (CONtINuED)
Services Provided in the Natural Environment
City Schools provides home teaching and services in collaboration with the Baltimore City Health Department for children with IFSPs or extended IFSPs. Special educators and related service providers work with children and their families, either at home or in a daycare setting. Instruction focuses on fulfilling individualized IFSP outcomes.
Bright and Ready, Extended IFSP
Small groups of children—with and without special needs—get together in a community setting (not a school classroom) to learn by exploring, with a particular focus on oral language. For those with extended IFSPs, parents attend with their children. Goals and objectives are embedded in the activities.
3- and 4-year-olds (who are too young for pre-k):
Monday and Thursday at the Enoch Pratt Free Library, Reisterstown Road branch
Wednesday at Port Discovery Children’s Museum
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Early Learning Programs, Birth through Five
Baltimore City Public Schools
200 E. North Avenue, Room 308
Baltimore, MD 21202
p. 443.642.3990
City Schools staff are pleased to answer
questions about early learning programs.
Please contact: