Early experiences matter for all children
Children ages 3 to 6 attend full-day and half-day inclusive classes at The Center.
With a 4:1 child-to-adult ratio and small classes, our teachers, assistants, and other team members know each child as an individual with his or her own personality, strengths, abilities, likes and dislikes. They know the goals each family has determined for their child, and they actively help them achieve these goals through play and exploration with their classmates. One of our teachers said it best: “The Center is a welcoming, loving place that feels like family.”
We aim to design a community that includes a 50:50 ratio of children both with and without developmental delays. Research has shown that this approach, which embraces inclusion of each person, benefits everyone.
Our Early Intervention therapeutic classrooms, for ages 1 to 3, also include children both with and without delays.
“It is always exciting to see the children graduating at the end of the year ready to move on to kindergarten knowing we were a part of their team.”
“Inclusion” is a word often heard in education and very important to Center programming.
Inclusion in early childhood classrooms means that children both with and those without special needs actively play, explore and learn together. There are many benefits to inclusion, including:
The Center’s team of teachers and therapists take an innovative, multi-sensory approach to learning, using developmentally appropriate materials and methods.
A child’s natural curiosity guides their learning through inquiry and exploration. In our safe, nurturing classrooms, children thrive and gain confidence in their ability to learn, which in turn prepares them for kindergarten and beyond.
All of our children significantly improve the outlook for their future, and nearly two-thirds (65%) of children who participate in our programs enter kindergarten no longer qualifying for specialized services.
“King started at The Center just shy of his second birthday, needing OT and PT therapies. These therapies have helped him so much with running, walking and going up and down the stairs. He still needs therapy but not as often as he had. King has done so well that he now helps other children zip up their coats. He loves school and being around new people. He will enter kindergarten in the fall no longer needing specialized services.”