Historia de la computación neuronal

Evaluating the severity and extent of needs in the IEP as well as time and frequency, the CSC determines the appropriate location where preschool services can be delivered. Normalized settings are the first consideration. Settings exist on a continuum beginning with the child’s home/caretaker location (less restrictive) and ending with placement in a preschool classroom for five school days per week (most restrictive). Full-time placement in the preschool classroom is the most restrictive placement because it places the child with a group of children with similar deficit needs. Placement in less restrictive settings provides for experiences with a diverse population of children, some of whom can serve as models for cooperative play and age- appropriate interactions in all developmental areas.

The CSC should be careful to ensure that a limitation is not placed on service options. For example, routine placement in a preschool classroom does not fulfill the requirement that

services be designed to address individual needs and be delivered in a normalized placement. A child with an identified articulation disorder may not require a four-day preschool class, but rather an environment with age-appropriate peers. Preschool services can be delivered via a number of locations and programming alternatives. “Preschool services” should not be translated as being the child’s “program.”

Placement

As with all special education students, the needs of the individual child determine IEP goals and objectives, placement and time in program. For preschool children, the emphasis is on providing the most normalized setting for the delivery of direct and non-direct services to address the child’s educational and related needs. Examples of alternatives for placement include, but are not limited to the following:

a. Itinerant services to families in homes or staff in child-care facilities with no time scheduled for the child to attend a preschool class. Professionals consult with caretakers and provide recommendations for activities; they also may provide demonstrations and modeling with the child.

b. Itinerant services at a child care facility where the specialist provides direct services (e.g., one to three short-period sessions a week) to the individual child within his/her

playgroup.

c. One to three sessions a week (each shorter than half a day) in a preschool class,

accompanied by training for the families. For example, a language development group may meet for three half-hour sessions a week.

d. One to four half-day sessions per week in a preschool class with visit to home or child care center scheduled for the days when the child does not attend school. For example, service providers consult with caretakers at regular intervals for the carryover of activities from the preschool class.

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e. Five half-day sessions per week. This arrangement allows the preschool teacher to visit the home and the child care facilities at times when the child does not attend school. The half-day session also allows the preschool teacher to arrange for a parent training group and to conduct Child Find and assessment activities.

f. Extended half-day sessions on the days the child attends the preschool class. For example, related services are provided to the child during an extended period.

g. Ten half-day periods per week, five days a week for those children with more moderate to severe needs who require more extensive services. Schools are encouraged to look across appropriate service providers, with the support of para-educators, to design program alternatives with creative scheduling. For example, two preschool teachers could provide five full days of service with one scheduled Monday-Wednesday-Friday, and the other Tuesday-Thursday. On their unscheduled days, the teachers could work with children with more mild to moderate needs, perform itinerant services, and provide parent training.

h. Examining the total instructional day for blocks of appropriate time to meet more moderate to severe needs allows for expansion of pre-designated morning-break- afternoon sessions. For example, one block may be from 8:30-12:00, followed by a lunch/preparation break, with a second block for itinerant services and/or milder needs of some students.

i. A special educator or related service provider can deliver services in the classroom for children who are age appropriate for kindergarten or regular preschool program. Schools are not limited to these alternatives. Many other alternatives and combinations are available to schools when designing individual educational programs for preschool children in their community.

Service Options for a Preschool Child with a Disability

The following are examples of some of the service options listed above that may be considered for an individual child.

a. Attend a traditional half-day session at a school with services for children with disabilities (PSCD).

b. Attend a modified day program (e.g., an extended day) at a school in a PSCD. c. Be placed jointly in a PSCD and a regular education program at a school (e.g.,

kindergarten, preschool, etc.).

d. Be placed in a kindergarten/regular preschool program with specialized services provided by a special educator or related service provider (co-teaching, consultation, etc.).

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e. Receive services at home (home-based services can include a child care provider's home).

f. Receive services at home and at school.

g. Receive no direct services, but the parent/family receives training (in school or at home) to serve the child.

h. Receive targeted services, such as speech/language therapy at the school.

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