The PELE Inclusion Project will support the development of high quality inclusive practices in participating school district preschool programs that offer services to children with disabilities ages three through five years old. Those participating in the project will share their experiences and practices captured through video examples, interviews, and teacher reflections so that they can be shared with preschool programs across the state. The model is based on over 25 years of research and evidence that fidelity to its key practices results in positive outcomes for children. The project will be facilitated by the University of Denver PELE Center coaching staff using the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) Preschool Model. The LEAP Preschool Model strategies and practices are aligned with the Divsion of Early Childhood (DEC) Recommended Practices, NAEYC (National Association for the Education of Young Children) best practices guidelines, and the Pyramid Model Framework.
Learning Experiences and Alternate Programs for Preschoolers and Their Parents
1) Inclusion: Inclusion begins full-time from day one in LEAP Preschool classrooms. Children with ASD are provided with the necessary level(s) of prompting, classroom and curricular adaptations and modifications, and general support to participate immediately in peer-mediated social skill intervention.
2) Classroom Environment: LEAP classrooms begin with establishing a high quality setting for typically developing children. LEAP has been implemented effectively in classrooms utilizing a variety of preschool models and curricula including, the Creative Curriculum for Preschool – 4th Edition (Dodge, Colker & Heroman, 2002), High Scope and Head Start programs. Systematic intervention is embedded throughout typical preschool routines (e.g., circle time, free play/centers, snack, small groups, etc) with the aim of offering hundreds of meaningful, socially relevant learning opportunities every day.
3) Peer-Mediated Intervention: Typically developing children play a major intervention role in LEAP. The typically developing children are provided with comprehensive social skills training such that they can facilitate the social and communicative behaviors of peers with ASD. This systematic, peer-mediated instruction has been shown to produce a day-one intervention effect for the children with ASD (Strain & Schwartz, 2009).
4) Data and Data-based Decision Making: Learning objectives are written such that teaching continues until generalized behavior change is achieved. Learning objectives are further described according to relevant prompting hierarchies. Program data are collected on children’s behavioral movement towards the rigorous standard of independent, generalized performance, not in terms of percent correct, trials accomplished or similar indices. Data are reviewed daily and strict decision-making rules demand intervention changes in the absence of clear behavior change.
5) Program Intensity: Intensity in the LEAP model is not defined by hours per week that individuals are paid to deliver service. We believe that the algorithm defining intensity is complex and includes, for each developmental domain of concern, the following factors:
number of meaningful opportunities to respond;
the functionality of objectives chosen;
the selection of an instructional method that maximizes children’s engagement and minimizes errors;
the competence of staff to deliver with fidelity the chosen intervention; and
the use of data systems and decision-making rules that minimize children’s exposure to less-than-optimal interventions.
6) Use of Evidence-based Strategies: LEAP is unique in that we utilize a variety of science-based intervention approaches, including:
pivotal response training;
picture exchange communication system (PECS) (Frost & Bondy, 1994); and
positive behavior support.
We believe the enormous heterogeneity of ASD precludes the use of one or a few instructional approaches.
7) Parent Skill Training: Skill training for families focuses on providing adult family members with the behavioral teaching strategies sufficient for them to experience less stress and more pleasure in daily routines such as meals, bedtime, dressing, and community outings. All LEAP sites develop a method for sharing information on key behavioral strategies with parents or care-givers. Programs generally use one, or a combination of, the following strategies to share information, a) group parent training meetings, b) in-home visitation by program personnel, c) self-study modules with teacher follow-up.
What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.
When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.