Being an On-level Peer in a Special Needs Preschool

I personally do not have experience with this type of a school, but I do have a number of friends that have either had special needs children in this type of school or peer models, and every one of them has just loved the experience their child has had. I definately would recommend it - most of these programs have a qualification type of interview, where they work with the children to see if they would be good peer models, and determine which children are accepted that way.

Good Luck!
~T.

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M.,

I had one child who was already enrolled in a special needs pre school and so I enrolled the next (one year younger but same school-age) in the same school (different class) in order to make life easier for me.

It turned out so well for my child.(She is almost 14 now!) I would recommend highly sending your "typically developing" child to a special needs pre school. My daughter not only learned a lot about empathy for others but now she finds it easy to make others feel comfortable around her because she really doesn't "see" the differences between different types of people.
She also got a lot of individual attention due to the student-teacher ratio being better and the needier children took naps, so the teacher would often take her out of the room and work on more advanced things while the others were resting with the aide.

I'll be interested to read what other responses you receive as I have never known anyone to be in this situation other than myself.

Best of luck,
L.

M. -

I get why you are posting this and I do think it IS a fair question, but I must admit that it frustrates me a bit. Not because YOU are asking per se, but because I've seen similar posts on the site a few times and that would seem to indicate that it may be a prevailing thought of parents with only typically-developing children that special needs children are to be...well...shunned. Whether or not that's the case, it can feel that way sometimes. And I'd be lying if I didn't state that it hurts.

Every child has areas of learning where they can improve, not just children with identified special needs. It is a fallacy that special needs preschools are "dumbed down." My son has a special need and my daughter doesn't. They both go to his half typical/half autism preschool where she acts as a peer model. If anything, it's more challenging and the education is better because they have to be more creative and use more specialized science-based curriculum in finding ways to communicate ideas to (all)the kids. My daughter has brought out speech and social skills in kids who need it in her class just by being there and my son has gained skills from typical kids in his class just by watching. But please know that the special needs kids have much to offer the typically developing ones, too. It's not a one-way street. (Not to mention that the hours at my childrens' preschool fit much more conveniently in with a work day.)

My son and daughter and their respective classes benefit from visits from the Occupational Therapist, Speech Therapist, therapy dog and use of the sensory room. (In addition to the music program, librarian and other educational programming that they have.) The typical kids get attention they would likely not get at other preschools. The teacher ratios are terrific, they are specially trained and many are Master's level in the preschool. And my daughter has no idea that her brother or any of the other children are anything other than friends in the class. Just this week, the kids enjoyed an animal presentation, a 100 days celebration and valentines parties in addition to the other things they normally do.

Many special needs children don't have trouble learning things, they simply have issues that make that knowledge difficult to express. Others could be genius-level thinkers who get bored with typical curriculum. A friend's special needs daughter was reading at 18 months on her own. I can't imagine that half-day public school kindergarten holds much mystery for her at this point.

So...I think that the school you are speaking of could be a great experience for your daughter.

Having stated all of that, I really appreciate your willingness to put yourself out there and look at both sides of the coin. As the mom of a child with special needs I feel very protective of him because I know that he's mostly like everyone else, so please understand that I'm not writing this out of anger or blame. I wouldn't trade my son for the world. Would I like it if things were easier for him? Yes, but then he wouldn't be who he is. The progress he's made because of the mixed environment he's been exposed to has been miraculous to us. He's my hero.

Best wishes with your selection. I know it's hard.

Every child needs something a little different. I suggest you research several different school options for your child. Visit them. Ask questions. Sit in on classes. Talk to other parents as they pick up their kids. Ask when the next in-house is for parents to come in and see what their children have been doing. Ask other parents what they think about the school and their experiences.

Some of the schools that I thought sounded great academically turned out to be poor support systems for my child. I found a different school that had a great special needs curriculum, inclusion with regular and non-special needs children and supportive staff.

My daughter attended this type of preschool as an on-level peer and did wonderfully. She, too, was ahead in her letter learning and other things for her age. She spoke clearly and in full sentences and was considered an asset to their special needs kids/program. She loved being in school, riding the "big yellow bus" and finding out what "real" school was like. The socialization is wonderful. They learn patience and tolerance of others. I can't say enough good things about her experience. She is now in kindergarten and thriving. I think your daughter would have fun and learn a few things, too.

I am a high school teacher and the district I work in has a program like this. I currently have a co-worker with a special needs child at the special needs preschool and she has said that when the time comes for her younger child (who so far has no special needs) to go to preschool she is going to try to get him into the preschool as a peer model. I've heard at least one other parent (who has a child in the special needs preschool as a peer model) rave about the program as well.

Both of these parents felt like their child was learning valuable lessons about empathy for others and differences among others.

My son has been in a special needs preschool for 1 1 /2 years. Yes, he is one of the special needs students, but NOT for academics. (He has ADHD-impulsive, and he needs help learning to take his turn, etc.)

He is 5 years old now, and is above average academically. He is reading sight words at the 2nd grade level, reading beginner books, handling addition/subtraction problems, writing sentences, etc.

Because of the great student-teacher ratio, they have the time to give him the extra attention to keep him challenged academically (as well as help him with his social skills). They even borrow books and lessons from the kindergarten classes.

So, speaking from my experience at Lousia Wright preschool in Lebanon, I'm sure the teachers will go the extra step to keep your daughter challenged. They have for my son.

Also, one of my neighobors has a typically-developing son in the WCCS preschool, and she really loves it there.

Good luck!
P.

hello. I am an RN and during my schooling i did a 6 week assignment at a school just like this. I was in the classroom observing/interacting as well as doing the nursing thing. I think this type of school is awesome, for both kinds of kids. The special needs kids get just as much attention as the role model kids. Your right it really does teach them patience and respect and it makes the special needs kids feel more "normal." At least when they get older to realize that they do have special needs. I think it's a great idea and you should pursue it.

She will be challenged! You said so yourself: She's a little bossy and type A... learning to get past that will be a great challenge for her and a better learning experience than a school that just teaches ABC 123. Meanwhile, since it's the same school where she'll be going for K I'm sure that it will get her ready academically better than any other pre-school since they know what is going to be expected next year.

I think the BEST thing for you to do is OBSERVE the teaching situation. You will know best by observing as to how the "challenge kids" are handled and whether they are being lost in the shuffle or being asked to step up to their potential.

Just yesterday, I was at a Valentine party and stayed to help the teacher since the kids had a half day. I witnessed a spelling test, where she gave words for "GRADE LEVEL" and gave words for "CHALLENGE LEVEL". Abbie just puts a "C" in the upper corner of her paper and takes THAT test, rather than the grade level one. The grade level kids put a "G" in the upper corner of their paper.

It depends LARGELY on the teacher. There are teachers who are great at making sure each child pushes to their potential and then there are teachers who don't want to put in that much effort.

As a former teacher myself, I ALWAYS pushed everyone to a higher standard and then adjusted from there. YOu don't lose as much time and attention by the challenge group if you do it that way vs. start everyone out at a lower level and take the risk of kids getting bored, etc. you can always adjust downward. You get out of them what you expect and challenge them to achieve. It's AMAZING what a three year old will pick up on IF given the opportunity! I had 3's & 4's who could tell you what proteins, fats and carbs were (good & bad), WHY they are important, knew how to meal plan (NOT kidding) etc. They understood WHY we need to use spices and herbs in cooking - NOT just for flavor. They understood what free radicals are and what antioxidants are and how they effect your body. They understood HOW to grocery shop (and taught their parents a lesson or two!), etc. It depends on what stimulus you give them. At that age......the more the better! DONT say, "They aren't old enough." You just have to present it on THEIR LEVEL.

These kids I first taught in preschool are now 13-15 years old. They STILL practice some of the SAME principles we used at 3 & 4 and their parents can see the long term effects of what they learned then. Make EVERY experience...cleaning, cooking, grocery shopping, gardening, driving to church or school (we did addition & subtraction w/ stoplights) etc. a learning experience. It makes LIFE so much more meaningful for EVERYONE!

My now six year old son was also a peer model. I think it was a great experience for him as he is now a very compassionate, patient and understanding kindergartener. The teacher has different ways to interpret and challenge each individual child. Most of the things they do in preschool can be done at different levels fairly easily. I vote for participating in the peer model program!

M.,

It is so strange you posted this, because we've just been handed an 'intent' slip to see if my 4 year old will return to her same class next year. My husband and I have been wrestling with this for a few days now. And her classroom is the same set up as you mentioned. My daughter Linney has no special needs - other than for everything to be pink and princessey and she is truly enjoying the diversity of her class. Some of her friends need some extra help, and that's where her leadership skills kick in. She is definitely learning patience and compassion.

I have to say though, I have the same concerns you do about her getting bored and not being challenged. And that would be the only con I have in our situation. We're pretty lucky in that we've got a marvelous teacher for her class and an outstanding teacher's aide. They have made her class into a real community that cares for one another. And frankly, that is pretty important to me. That and the close relationship she enjoys with her teachers. It's far more important to me - at this earliest of stages - that she sees teachers in the most positive of lights. As people she can turn to for help and answers and guidance and even love.

Yes, it's important to get her on a good footing for kindergarden. I figure with my help, she'll be more than ready. The gifts she's getting from being in her class with all those remarkable children is something I could never teach her.

I hope this helps,
J.

My daughter was in a pre-school program like this but she was the special needs child. It did wonders for her and the typical children really took my daughter under their wings. It was a wonderful experience for our daughter and the typicals. The lessons were geared towards the typicals and then adapted to the needs of each child with special needs. I can see where you might be concerned but some of the lessons that your child would learn about caring, sharing, and embracing the differences in others is priceless. Also, she would be learning how school works and how to be a student which would give her an edge when it comes time for grades. I would highly suggest that you place her in this program. It is a great way to teach your child how to go to school, prepare them for Kindergraden, teach them that there are differences in people that are beautiful and should be embraced and appreciated, and also, help another child who needs behavior and skills modeled for them before they too have to face the harsh reality that waits for them. Go for it. It will be wonderful for all involved. Giving and caring parents and their children really helped my daughter and I could nevert hank those parents and children enough for the time they spent helping my daughter.

My son attends one of these pre-schools for speach therapy. Having experience with an all day daycare vs this preschool program... there is a lot more personal attention at the preschool. If you are only looking for a few hours a day then I would recommend this program.

As the mother of both a special needs son and 5 "typically-developing" (TD) kids, I know a little of what your daughter may have to face in this situation. I'm not sure it's fair to expect 4 year olds to be role models - they have enough of their own issues to deal with. So, if she does go to that class, the "role model" burden should not be placed on her. On the other hand, if it is handled the right way, it could be an awesome experience for her as well as her classmates. I know I appreciate when parents allow their TD children to play with my son and don't freak out over his behaviours. If you choose this route, make sure you are in close contact with the classroom teacher. Don't lower your expectations for your daughter, but help her understand that 'Suzy" is not able to achieve the same tasks but that 'Suzy' is still a very special friend. An example you can use is to point out a friend that does well at something your daughter isn't so good at yet - perhaps climb, or draw, or sing - and explain that everyone has different abilities.
I don't know if this is helpful - I seem to talk more fluently than I write! :)
All the best in making your decision!

All I can say is DO IT! My son has physical special needs, but you wouldn't be able to tell by looking at him. When I visit the classroom, I have no idea who is who and everything is so inclusive. There is a lot of one-on-one interaction to make sure the child is learning at their own pace, so don't worry about the challenging aspect, she will be challenged. My son has another year of this program and then he will be off to the kindergarten. I will then put my daughter in the program as a typical peer. The cost will be well worth it. Don't think twice about it. Your daughter will love it and so will you!

Hi M.!

Some of what you may anticipate as a "con" may actually be a "pro".

Inclusion done right produces higher test scores for all the children in the class, not just the children with special needs. Curiously, the children who experience the greatest increase in their scores are the typical children who are lucky enough to be instructed in this environment.

Children who are advancing quickly early will not be stunted by not being accelerated at this age, so if you are worried that you may keep her from reaching her potential by not putting her in a program that will challenge her academically, you have nothing to worry about. Even the children who learn basic skills early and quickly will even out in their skill level by about the end of grade 3. This is why you will find that most good gifted programs do not begin until grade 4 because identification prior to that age is unreliable.

Quite possibly, her basic skill development will be better if she is in this setting because you can count on multiple instruction techniques being the norm, and multi sensory teaching will give her a solid basic knowledge. You may even find the best way for her to learn, which may be different from the way her next teacher teaches, and if she is typical, she will probably learn no mater how she is instructed, knowing her strength will give her good tools to use when she is challenged in the future.

Finally, the type "A" personality should not be a problem for her in this setting. She may be much happier dealing with this part of her personality if it is a normal part of her educational setting, learning to deal with the times that we are all ridged in our thinking in a place where this kind of difficulty is not a social deficit, but in a place where every one is working on social skills as a part of the lesson plan. She will not be changing this basic part of her make up, but learning how to make "bossy" into "leader" is a matter of learning empathy and being exposed to those whom need your support and understanding. That may be a priceless lesson that will keep "bossy" from becoming a social barrier that she must over come and keep her self concept from becoming someone who thinks of herself as a person who needs correction to someone who is using her gifts well to help herself and others.

I would put her in in a instant!

M.

I totally agree with the previous posters. My son is quite advanced. At the beginning of last fall when he'd just turned 3, he was starting to read 3 letter words, doing simple addition and speaking quite maturely. However, he was quite shy. When I mentioned my concern to his teacher about him being lost in the shuffle since he's advanced academically and the special needs kids needing more attention, they assured me that they spend time working with each child individually to work on each one's weak areas. I wanted him to be exposed to kids of all abilities and develop empathy and social skills. It's been almost 1/2 year since my son started preschool and he's blossomed socially and his academic skills have only kept progressing. He's only 3 1/2 now and doing subtraction along with his 1st grade brother. In summary, I don't think the special needs preschool will stagnate your child's abilities. This is a wonderful opportunity to teach empathy, something that is not easy to do.

I could have written this exact letter two years ago, our situations were the same. I also am a former teacher and decided to place my daughter, Emma, as a typical in the special needs preschool class. On the up side, Emma did well. She has a deeper "appreciation" for special needs peers, the therapists and teachers also gave her special attention with the class, it was a smooth transition into the school environment for her (with a small class, especially one where she excelled) and there wasn't the typical click atmosphere that can start in younger grades. On the down side, Emma took an emotional, educational and social step back for the first nine weeks. She "tried out" the behaviors and characteristics she saw in her peers. This came as a surprise to me, I had never before seen her react that way. Yet, after the first nine weeks, she righted herself and did very well. I did directly talk to the teachers and state that although the children in the class typically stay in preschool for two years, I thought Emma should go on to kindergarten after one year in the class. They agreed and challenged her in the group as a leader and on a personal level academically. If I had it to do again, I would still have sent her. I believe it was a good experience and transition for her.

Your question and the responses are what I needed to hear right now! Our son just qualified for special needs preschool. He lacks in fine motor skills but may have other issues as time goes on because of a genetic diagnosis. After observing our local school this week, we were pleasantly surprised! For the most part, you could not tell the special needs students from the typical. It seemed like a great atmosphere so he will be attending for the remainder of the school year (plus attending his current preschool). Call the school and ask for a tour, I am sure they will be willing to accommodate you! Good Luck with your future decision!

My daughter attends a class like this and honestly I cannot tell who is special needs and who is not... my daughter is considered special needs but it is for sensory & adhd issues. She is on target academically and you would never know. I was shocked when she qualified for our states preschool program.

I think that this is a great preschool set up. I actually worried at first that because my daughters needs are not as prominent that she is not being challenged or falling through the cracks.... but she is spelling, learning and obviously is doing well. Let's not forget that the most important aspect in preschool is less academic and more social.

I was a preschool teacher for 15 years and in any typical or special needs class you will have a child who demands more, while other students may be more self sufficient. My daughters class has an excellent ratio.. three teachers to 14 children.

It depends on the classroom and teacher. If you have a good teacher then it is worth it. I have kids from both spectrums. The teacher should be trained to make sure all kids are developing. Plus the class size should not be too big. 15 -20 kids is too big. Around 10 would be ideal. I think my son had sometimes single digits and then up to 12.But I guess it also depends how many assistants there are too. SO make sure the teacher;class ratio is low.

Hi M. - My daughter is a peer in one of these programs right now and will continue on for a second year. I see you've already gotten quite a few responses. However, one more can't hurt. I'd like to echo the parts about learning that all kids aren't the same. And, my daughter who is somewhat outgoing has really shined. She is a helper and a nurturer and it shows. She really leads in the class and I didn't know she had that in her. I base this on her interactions with her friends where she is content to go along with what they suggest. And, while my daughter isn't reading yet, she's learning her letters and numbers and gets amazing attention. The ratios are phenominal. They get progress reports at the same intervals as the rest of the elementary school and they tell you how they are doing in the "academic" areas like letter recognition, number recognition, counting, cutting, writing, etc. My son who is much older was never evaluated in this manner. I think if my daughter was further ahead than she is now, they'd serve her needs. That's why the ratios are so good. They can offer that individual attention. I also have a friend with a daughter the same age in the program and that girl is darn near reading now. So, I'm a cheerleader for these. Go for it and supplement her if you think she needs it.

Your daughter would be called a "typical peer" at our public schools. My son was in the Early Childhood Development preschool program at our local school but he was the special needs kid. There were 8 children in his class and 2 were typical peers. The disabilities weren't too severe - developmental delays and speech therapy like my son, mild-to-moderate autism, some with sensory issues and one with Downs. His best friend that year was the boy with Downs. The typical peers in his class were both girls and they excelled. Due to the very low teacher-student (8 kids, 1 teacher, 1 teacher's aide) all the students got very individualized attention. My son was learning 1st grade math concepts (this was pre-k, he was 4) while some kids were learning how to count to 3. Keeping the typical peers challenged was not a problem.

My son is now in 1st grade at that school and doing well. His old preschool teacher approached me last month and told our 3 year old (she'll be 4 and in pre-k next school year) can be a typical peer next year if she wants. We're still thinking about it. I love the program. However, our daughter has spent the last 2 years at her preschool and loves it. She has alot of friends who will be going there again next year. Also, our youngest will be starting there next year and it would be nice to have both going to the same preschool during the same hours/days to make my life as taxi driver easier. :-)

I know several people who've had their children in the typical peer program and had nothing but good things to say about it. I say it's a great opportunity for your daughter. If you are worried about being challenged or 'lost' because they are focusing on the special needs children, then go to the school, observe the class and talk with the teacher about your concerns.

Hello, my daughter is 4 and is in one of these preschools. She is there because of speech fluency. However she is extremely bright, knows her colors, numbers and she's already spelling words like cat, stop and the names of her classmates with very little assistance. The teachers at her preschool recognize that she is advanced in this area and make sure they spend time challenging her. The preschool has done a wonderful job making sure all the children's needs are met. I have spent time in the classroom observing and the teachers have never had a problem with me being there. She is in a classroom of 12 and I believe this is the highest number they take per classroom. I have been very pleased with my daughter's progress as well as the preschool in general. My daughter is very happy there and I'm thrilled that she is able to see the diversity in the classroom with both the special needs students and regular students working together.