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When someone says a preschool has a "good preschool curriculum," what does that mean?


AimeeM
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The Flying Marvelous Marco's early interventionist has scheduled an eval for him, to see if he qualifies for the Special Needs Public Preschool here. I asked her if that was the same as headstart, because I have NOT heard good things about our local headstart, and she said that, no, this program isn't income dependent and is special needs based... that the teachers have a minimum of a bachelor's in SPED, preferably a master's, and that there is a maximum 10:2 ratio (main teacher and assistant).

 

They have specific "sensory" classrooms for children who need it, and that is where she's like to see Marco. He would receive OT, ST, and any other therapies through the preschool. 

 

I am far too used to a homeschooler's version of what a "CURRICULUM" is, I think, because when she said that they follow a standard preschool curriculum, I asked if she didn't think Marco would be bored (as he sat with her "smooshing" letter sounds together to make words today during therapy), she looked confused and just repeated that they have a great preschool curriculum.

 

We aren't sure if we're keeping him home next year with my other two (he'll be 3 this summer) or if we'll try the SN public preschool. Private preschool isn't an option - they all require the 3's to be fully potty trained, and with Marco's language delays any attempt at potty training right now is more frustrating than helpful.

 

Pros:

Low student/teacher ratio

Special sensory based classrooms

Doesn't require children be potty trained - they will help with that

Obviously qualified teachers

I'm not thrilled with the idea of sending a barely verbal child away from home

 

Cons:

Marco has long since mastered all preschool, and Pre-K, skills as far as academics go; he knows his colors, shapes, animals, animal sounds, letters, letter sounds, numbers (visual recognition) through at least 10, counts to 20 by 1's and 2's, by 10's to 100, can count objects (has a great understanding of one-to-one and what numbers mean), and has a basic understanding of addition and subtraction; his fine motor skills are excellent and he can nicely draw/write letters (although "big"), he understands that letters make words, words make sentences, sentences are read from left to right, etc. 

He struggles with more than one step directions, on an auditory level; his motor planning appears to be "off," and his daily gross motor skill antics (i.e. what they call his "serious sensory needs," lol) terrify even the seasoned OTs. 

He is only JUST beginning to say two-word phrases, but only a couple are well spoken enough that anyone other than me and his therapists can understand. 

Cognitively he is way ahead of the game, according to both his EI and his ST. 

His speech therapist differs a bit from his EI; his ST doesn't necessarily think it's a good idea for him to be in a classroom with other children who struggle with dangerous sensory seeking behavior and serious speech issues; I think she leans towards feeling that the best environment for him would be one where he's kept intellectually stimulated and he is surrounded by peers who will *model* correct behavior and speech. Marco does best, and responds most positively, to a model-based system, even within his therapies. Rarely does he respond to "say this" or " do this, not that," instead responding better to me or the therapist simply looking interested in something and very slowly modeling how to use it appropriately, or saying it correctly. 

 

 

I'm just not sure what to do. I don't feel like either (keeping him home vs. SN preschool) is IDEAL, but... well. I don't know.

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High/Scope is considered a "curriculum model", but is focused on developmentally appropriate practice and hands-on learning, with little explicit academics. Rather, a big focus is on the kids planning what they're going to do and verbalizing/indicating what their plan is. There is usually a lot of motor development and hands on play. High/Scope is used a lot in SN preschool, Head Start, and similar settings. I wouldn't hesitate to put an advanced child who has motor/social/communications needs in a High/Scope setting so long as the teachers were understanding of the need for higher level materials to be available and that he may need academic choices as an option which other children do not.

 

 

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Can you visit the school? Back when we were putting DD in preschool, they welcomed us to come visit with open arms. I visited what were the top two possibilities "on paper" and by friend's recommendations. One of them I knew within five minutes I would never enroll my child in. The other was a fantastic fit for her (well, for a while anyway). A visit and a short discussion with the teacher might make up your mind for you.

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His EI did say that I could visit before deciding. I definitely plan to do so. What should I look for? I know, without a doubt, that I would only consider a program where positive discipline is implemented, hugs are given freely (a huge part of getting Marco to not throw self-harming tantrums has been implementing warm deep-pressure hugs!), and... happy people :)

 

Far more than him being bored is my concern that the ST may be right. If a child thrives on model-based learning, would it only make things worse to have that child in a classroom with children who have similar, if not worse, speech skills (he will not qualify based on speech; he is making steady, quick progress there - his EI hopes he qualifies based on dangerous sensory seeking behavior), and similar sensory seeking behavior? 

 

For example, this is how therapy sessions (in-home) go right now:

 

ST sits down with toys or cards and says "Marco, what is this?"

*crickets chirp* Marco finds something more interesting to do and says nothing.

 

vs.

 

ST sits down with toys and plays on her own, talking about what she's doing - "Oh! Green frog!" "Pretty blue horse!" "Horse eats hay"

Only inviting Marco when he wanders over to see what she's excited about. 

Marco sits down and starts to mimic what the ST is doing, and saying, with the toys/cards.

 

 

It is very obvious that Marco easily picks up both good and bad speech/behavior patterns that are modeled, rather than taught... as I learned the other day when I burnt myself and muttered "Son of a b*tch!", which he promptly mimicked, perfectly :p

So, if he hears the other kids, with similar speech issues saying things incorrectly (as he does) and he's more interested in playing WITH them, and modeling them, will things get worse instead of better?

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I really wonder if a Montessori program would be good for him? The modeling is the way the "works" are taught, both in imitation of adults and in imitation of older children, and the calmness of a good Montessori classroom may help modulate the sensory and not overstimulate him.  High/Scope might, but it does tend to be used a lot for kids who need a lot of support on speech/communications, more than sensory, IME, and some of the High/Scope rules (like everything needing to be at a child's eye level) can lead the classroom to be very stimulating, which may work against him.

 

I agree with visiting and seeing what your gut says at the time.

 

 

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I really wonder if a Montessori program would be good for him? The modeling is the way the "works" are taught, both in imitation of adults and in imitation of older children, and the calmness of a good Montessori classroom may help modulate the sensory and not overstimulate him.  High/Scope might, but it does tend to be used a lot for kids who need a lot of support on speech/communications, more than sensory, IME, and some of the High/Scope rules (like everything needing to be at a child's eye level) can lead the classroom to be very stimulating, which may work against him.

 

I agree with visiting and seeing what your gut says at the time.

I think a montessori program would be a fabulous fit, but for the same reason that Catholic school is out (potty training issues), so is montessori. None of the montessori schools here will accept him as a 3 without being potty trained :(

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I agree with the Montessori school sounding like a potentially good fit. I'm wondering if he might be mostly potty trained in 4 more months? If so you might want to check some out. Occasional accidents (even every day during nap) seem to be ok in the schools we've used.

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My 4yo dd went to a sn preschool, but as a typical peer (model). It was a structured play-based program, as are most in our area. It turned out to be too much for her, sensory-wise, and afaik she doesn't have those specific issues. Granted, she was in the toughest class in the school, but it was too loud and there were behavioral issues as well. She has a strong personality, but will still tend to follow others sometimes, so in our case her behavior worsened. So much for being a model, lol! It was too stressful for her in that environment, and the behaviors got worse at home as well. I pulled her in January right after winter break. 

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Check university lab schools if you have any near you. They often have the Child-Staff ratio and physical set up such that they can take children who aren't fully toilet trained into their preschool classes. The big reason potty training is a barrier is that it requires so much more for licensing that many preschools just can't afford the cost of having one child who is still in diapers/pull-ups, but lab programs tend to have enough extra hands that it's not an issue

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Have you tried ASL with him at all? Maybe its not recommended for his particular speech delays, but maybe it would be ok if you used ASL just for the purpose of potty training him. You may only need the sign for "potty" and possibly "pee" and "poop" if you find you need it. Then you could enroll him in the Montessori program.

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We've tried it and he has no interest whatsoever. His ST uses ASL alongside speech when she works with him on something that he needs-needs... by that I mean when I tell her he is becoming seriously frustrated by not being able to communicate a specific need/want, she will work exclusively during a session on just communicating *that* need/want. He generally refuses to do the sign, and just tries to say the word/phrase (which works fine at home, because I can understand him).

 

It isn't out of the realm of possibilities that he may be able to communicate potty needs in the next few months - he is progressing nicely.

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Or maybe a little card with a picture of the potty on it that he can show you when he needs to go? That way you could start working on the potty training more earnestly right away, then hopefully he will be communicating his needs better in a few months and would be ready for the Montessori.

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Or maybe a little card with a picture of the potty on it that he can show you when he needs to go? That way you could start working on the potty training more earnestly right away, then hopefully he will be communicating his needs better in a few months and would be ready for the Montessori.

Yes! Well, not cards directly, because if they were within his grasp he would promptly hide them from us, but his ST is helping me look for an app for my android phone and tablet (Nook) that is similar to the one she has on her ipad, that has "common need" pictures like potty, food, etc for him to point to or bring up (two year olds are so tech savvy these days, lol) when he needs it. 

We still haven't found one, though. I don't mind paying for it, but nothing we've found for my droids compares to her apple store version.

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Could you put a chart of pictures of his needs on the wall so he can point to? Would he tear it down?

Yes, if it's within his reach (which it would need to be so he could point to it) he would definitely tear it down. I've had to take down all of the phonics charts I made DS5 for that reason :P

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One thing he doesn't destroy (ever) is books; he loves books. His ST suggested I make a "common need" book for him, and keep it in the same place that is accessible to him always, so now I'm hunting down concise pictures to paste to the pages. A scrapbook type book, perhaps, with heavy pages and spiral binding?

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One thing he doesn't destroy (ever) is books; he loves books. His ST suggested I make a "common need" book for him, and keep it in the same place that is accessible to him always, so now I'm hunting down concise pictures to paste to the pages. A scrapbook type book, perhaps, with heavy pages and spiral binding?

 

If it needs to feel more "real book"-like (rather than spiral binding), you might consider ordering something like this: http://www.amazon.com/White-Hardcover-Blank-Pages-ASH10700/dp/B001SV2ISC

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*snip*

He is only JUST beginning to say two-word phrases, but only a couple are well spoken enough that anyone other than me and his therapists can understand. 

Cognitively he is way ahead of the game, according to both his EI and his ST. 

His speech therapist differs a bit from his EI; his ST doesn't necessarily think it's a good idea for him to be in a classroom with other children who struggle with dangerous sensory seeking behavior and serious speech issues; I think she leans towards feeling that the best environment for him would be one where he's kept intellectually stimulated and he is surrounded by peers who will *model* correct behavior and speech. Marco does best, and responds most positively, to a model-based system, even within his therapies. Rarely does he respond to "say this" or " do this, not that," instead responding better to me or the therapist simply looking interested in something and very slowly modeling how to use it appropriately, or saying it correctly. 

 

 

I'm just not sure what to do. I don't feel like either (keeping him home vs. SN preschool) is IDEAL, but... well. I don't know.

 

I can only share what I did with my (highly gifted) yet severely speech delayed daughter. We decided against any preschool and I kept her home instead; it was the best decision we made for her during that time period. A special needs preschool was simply the wrong environment for a bright girl with severe speech delays, and I really think she would have been shunned by her peers in a regular preschool due to the severity of her speech issues. She simply could not communicate with anyone outside our family at that point, and (by age 4) had given up attempting to communicate (she would smile and use hand gestures). Even in a regular preschool, her peers might have modeled correct speech, but they wouldn't have carried on a conversation with her. I think she would have felt isolated and rejected.

 

Instead, she was at home with me and two older siblings. We modeled correct behavior and speech and, more importantly, we understood her attempts at speech and could carry on a conversation with her. My ds (who is 2 1/2 years older than her) was particularly good at deciphering her attempts at communication. He was her buddy and best friend during this time. They were close enough in age that he enjoyed playing with her, but he was old enough to be patient with her and model correct speech and good impulse control. She is now 7, and people who meet her have no idea that she ever had such a severe speech delay. Intense speech therapy, a responsive environment at home, and time have made the difference here. There are still some behavioral challenges we are working through, but the progress she's made is remarkable.

 

That being said, your special needs preschool may be a wonderful environment with spectacular teachers. A teacher who really connects with your child may more than make up for whatever the situation is with peers. It's really impossible to know without going down and observing the preschool personally. I would ask a lot of questions about the teachers' personal backgrounds and their feelings about child development. I think that matters more than what curriculum they are using. I would also share some information about your child's strengths and challenges and see how they react. That will tell you a lot about how they may feel about him and interact with him. There is no right answer here. All you can do is try to find the right fit between your son's needs and the environments that are available to you.

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  • 4 weeks later...

All preschool claim that they have good curriculum but reality is different. It’s not true that all the preschool don’t have good curriculum, some preschool have good curriculum and also follow that, and they take full care of your child. You are right that using ‘Macro’ is past day’s job and very boring activity in preschool but I think it is necessary activity.

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What I found was that the curriculum at my DD2's SPED preschool was tailored to her IEP goals. What would happen would be that the kids would play in small groups at the various centers (art, blocks, dress-up, etc.) with the paras and the head teacher would call each child up in turn to work 1:1 with her on the academic goals.

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