Specialized classrooms are available for those preschoolers who need a small-group setting with support from the classroom teacher, educational paraprofessional, and speech and occupational/physical therapists.

An Early Childhood/Special Education Teacher and the related services team provide educational services in a developmentally appropriate setting. Classroom size varies depending on the needs of the children, with a teacher and paraprofessional(s). Individualized Education Program (IEP) goals and objectives are implemented. Parents are part of the IEP team.

Speech/Language Therapy: Based on the individualized needs of the child as identified within the child’s IEP, speech/language services are offered through a variety of service delivery models by a Speech/Language Pathologist (SLP). Examples include:

• Consultative services: The SLP consults with early intervention personnel to assist them in implementing specially designed instruction related to speech/language development.
• Indirect fluency model: This model contains both a parent fluency group training component and a child/parent/clinician intervention. The SLP provides information for parents in a group format regarding dysfluent behaviors and strategies for parent use at home. The SLP works directly with the parent and child to model fluency facilitating strategies and offer suggestions to parents on techniques implemented since the previous parent fluency training.
• Communication group model: The communication group model provides opportunities for practice of communication skills within activities associated with a preschooler’s daily routine; i.e. snack, craft, play, story, etc.  A SLP and educational paraprofessional staff each communication group.  A variety of communication groups offer services for a variety of communication disorders, including articulation, language, social language and motor planning needs.
• Small group instruction: The SLP provides therapy in a small group consisting of two children. Opportunities to participate with a peer(s) in practicing speech/language targets are integral to this model.
• Individual speech/language instruction: The SLP provides direct one-on-one therapy in pull-out sessions and /or within a specialized preschool setting or typical early childhood environment.
• Hanen More Than Words: A Hanen-certified SLP provides a parent training model to facilitate communication in children with a diagnosis of autism. This model combines a series of eight 2-hour evening parent trainings with two home visits.

Occupational therapy (OT) and physical therapy (PT) are related services that are provided to students as identified on an IEP or services agreement. The primary focus of this program is to provide services that will help the student benefit from an appropriate special education program or regular education program through compensations for sensory and gross or fine motor deficits. The therapist evaluates the student within the school setting or typical environment and develops recommendations addressing the OT and/or PT concerns with the educational program recommendations. Services promote the development of fine motor dexterity & coordination, visual motor skills, self-regulation, gross motor skills balance, strength and coordination, postural stability and control, appropriate positioning and mobility, independence in daily activities, and improved quality of movement.

Program features may include:

• Individual or small group therapy
• Ongoing support for students through the integration of OT/PT services to generalize skills
• Consultative services to teachers, classroom aides and parents
• In-service training for staff
• Preparation of specialized materials for student’s use

Itinerant education is provided in order to offer educational and developmental support to eligible children enrolled in preschool, and day-care programs and other community programs. An Inclusion Consultant is available to the eligible child's parents and teachers to provide information to support appropriate developmental activities in the home and school setting. The Consultant facilitates development and implementation of the IEP. The Consultant models appropriate teaching methods and advises family and staff on the adaptation of instructional materials and equipment.

Children who are eligible to transition to school-age programming and their families are provided with a seamless process to enter their local school district or charter school.  The process begins one year prior to eligibility to ensure that families and school districts can plan for educational programming. Individual meetings are held with school districts prior to the end of February. A transition plan is included in the child’s IEP to prepare for school-age programming through collaboration with the family, school district, and the Capital Area Intermediate Unit (CAIU) Preschool Early Intervention Program and/or contracted agencies.