The A.E.R.O. Early Childhood Program is designed for children ages three to six years old who exhibit severe to moderate delays in one or more areas of development. The program provides a developmentally based curriculum to meet the needs of individual children. The program emphasizes the development of cognitive/pre-readiness skills, speech and language development, fine and gross motor skills, self-help skills, and socialization.
In order to enter the program, a child must first be screened and then given a case study evaluation with parent consent. A.E.R.O. Cooperative is fortunate to have an Early Childhood Diagnostic Team consisting of the Diagnostic Coordinator, two Speech/Language Pathologists, two Social Workers, School Nurse, Occupational Therapist, and Physical Therapist. The school psychologist from the member district also participates in the assessments. Information explaining our screening program is sent to area pediatricians and other doctors, community organizations, area hospitals and clinics, nursery schools and day care centers. Screenings are conducted on an as needed basis at A.E.R.O. Center, at most of the elementary schools within the cooperative, and at about 15 preschools, day cares, and Headstart Programs in the area. For example during the 2005-2006 school year 1009 children were screened during the district round-ups, at private preschools/day cares, and at A.E.R.O. Center. Our screening team consists of a contract screener and at times is assisted by the EC Diagnostic Coordinator and District Staff.
Today the early childhood special education population is significantly more diverse than it was even five to ten years ago. This is due to new medical technology and care available for premies and infants. For example, we read birth histories of children born at 25 week gestations with a birth weight of about 1 pound. Many of these children are referred for early intervention services consisting of developmental therapy, speech therapy, occupational therapy and/or physical therapy. When these children enter the Early Childhood Program at age 3 years, some are significantly medically involved, cognitively delayed, and functioning at six to twelve month levels. For example this year we have 3 EC age students on oxygen and another student who has a trache.
Following the formal assessment, an IEP meeting is held to discuss the test results with the parent(s). If a child is found eligible for programs and/or services, the eligibility label is discussed at the staffing. Many early childhood students have developmental delay and speech/language as their primary and secondary disabilities. Goals and objectives are then written for the student. Services and programs are provided as needed with initial consent given by the parent(s) for placement in a program or service.
The A.E.R.O. Early Childhood Program actually is made up of three types of classrooms: Early Childhood, Pre-Primary, and Autism. The Early Childhood Program has 8 classes that meet for 2 ½ hours per day with morning and afternoon sessions. These classes usually have between six and ten children who are 3 to 5 years old and are staffed with on EC teacher and two or three instructional assistants. A full staff of related personnel consisting of the Speech/Language therapist, Occupational Therapist, Physical Therapist, Social Worker, School Nurse, and an Adaptive Physical Education Teacher is available. Since the addition to A.E.R.O. Center was completed in August 2000, all EC half day classes are located there.
The A.E.R.O. Early Childhood Program also has four Pre-Primary classes for children ages five to six year olds who are kindergarten and first grade age. These classes meet for about six hours per day. They are staffed with one EC teacher and one, two, or three instructional assistants. The longer day allows for additional instructional time especially in the area of pre-readiness skills for reading and math. In these classes the students are introduced to the alphabet, letter sounds, basic sight words, and some basic reading skills as appropriate. Math activities include counting objects and labeling numerals. Some children learn to print their own names, words, and simple sentences.
The A.E.R.O. Autism Dynamics Beginnings Program is a half-day education program for students with autism, serving early childhood students ages three to six years old. Students may also be enrolled in a half day early childhood classroom or pre-primary classroom for the generalization of skills. The program was created in the summer of 1998 to meet the needs of the growing population of children within the cooperative with the educational and/or medical diagnosis of autism. Today 1 out of 166 children are diagnosed with autism. The program utilizes the principles of applied behavior analysis (ABA) for skill acquisition and behavior management and TEACCH (Treatment and Education of Communication Handicapped Children) for communication and structure. The discrete trial method of instruction is utilized coupled with data-based procedures and functional analysis of behavior. Communication techniques employ PECS (Picture Exchange Communication System), and visuals to teach requesting and to enhance verbal imitation skills. Programming is specific and highly individualized. The staff consists of one teacher, five instructional assistants, Speech Therapist, OT, social worker, nurse, weekly Autism consultant, and an ABA consultant who reviews individual student programming on a monthly basis. The related service therapists and teacher work together to develop and implement a student's individual education program. All staff members, including the instructional assistants, take responsibility in implementing goals and objectives selected for a particular student.
All of us have heard the phrase that children learn through play. During the early childhood years, children typically go through two major stages of development as defined by the Swiss Psychologist Jean Piaget. The first stage is the sensorimotor period (ages 0 months to 2 years). Often children with disabilities enter our program displaying play at this beginning level. In this stage children obtain knowledge of objects through their senses. They master basic motor skills such as grasping, sitting, and walking. They are involved in two types of play:
Exploratory Play: explore toys and use of repetitious motor movements.
Ex. Making noises.
Functional Play: use objects for the purposes for which they were intended.
Ex. Push a truck along the floor.
The second stage is the preoperational stage (ages 2-7 years). During this time a child's increasing use of language allows them to learn a vast amount about their world. Play during this stage is defined as symbolic or representational play. For example, the child likes to build block towers like downtown buildings. Social and cooperative play is important during this stage as children move from parallel play to playing and interacting with others as they take on roles. Ex. Dramatic play in the housekeeping corner.
We recognize that parents are the first and primary teachers of their children. Therefore parents are important members of our team. There are team meetings monthly or bi-monthly for parents of students in the Autism classroom. The Autism consultant facilitates these meetings and can offer suggestions for the parents to implement at home. The other EC and Pre-Primary classrooms offer home visits or parent observations at school several times a year.
We believe that learning should be productive and fun in the early years! Our teachers and staff use a variety of hands on materials to actively involve the students in the learning experience. Field trips are encouraged especially for our full day students. We promote the philosophy that all children have the right to be educated in an appropriate school environment and that each child should achieve to the best of his or her abilities. All of us in the EC program enjoy seeing the wonderful gains that these young children make during the school year!
