“Providing access to a wide range of learning opportunities, activities, settings, and environments is a defining feature of high quality early childhood inclusion. Inclusion may take many different forms and may occur in various organizational and community contexts, such as homes, Head Start, child care, faith based programs, recreational programs, preschool, public prekindergarten through early elementary education, and blended early childhood education/early childhood special education programs.” (DEC/NAEYC, 2009, pg. 2)

 

The following options can provide the appropriate NE/LRE for a specific child after carefully considering where and how a child’s Extended IFSP outcomes or IEP goals can be achieved with appropriate supports and accommodations.

Community Circle of NE/LRE Options

• Public preschool through kindergarten: local school districts may offer full or half day preschool, pre-K and kindergarten programs (eligibility and availability restrictions may apply for preschool and pre-K programs).

• Head Start: a family development program offers a language enriched preschool program primarily for at-risk children whose families meet income eligibility requirements. Created in 1965, Head Start provides comprehensive education, health, nutrition, social and parent services across the county. Many Head Start programs in Maryland partner with public preschool programs.

• Judy Center Partnerships: named after Judith P. Hoyer, an early childhood educator and advocate, Judy Centers offer comprehensive early child care and education for children, birth through kindergarten age, who reside in specific Title I school districts across Maryland. They are located in or affiliated with elementary schools and provide full-day, full-year services to promote school readiness. Judy Centers collaborate with public schools, and community-based agencies, organizations, and businesses.

• Private preschool through kindergarten: typically offer half and full day programs up to five days per week in settings such as private businesses, faith-based programs, college campuses, high school child development laboratories or for-profit organizations.

• Home: either the child’s own home or a relative’s provides opportunities for interaction with siblings, friends and extended family members through family activities, celebrations and informal play groups.

• Child care center: an agency or establishment provides full or partial care that may include an instructional program for children not younger than 2 and not older than 5 years of age, and is licensed by the Maryland State Office of Child Care.

• Family child care: a licensed provider cares for a small group of unrelated children in her own home.

• Community recreation programs: include Park and Recreation departments, YMCA programs, and private gymnastics, museums, nature centers, creative movement and dance, gymnastics, puppet shows, music, swimming lessons, arts & crafts, and educational programs.

• Library/book stores: offer preliteracy activities for preschoolers through story hours, puppet shows, educational programs and special events such as story telling or book readings by children’s authors.

• Special classes: school districts may include peers without disabilities in special classes for children with disabilities. For this classroom to be considered a regular early childhood program, at least 50% of the children participating in the setting must be nondisabled, and the majority (50% or greater) of early intervention or preschool special education and related services provided to a child with a disability must be in this setting.

• Local options: In addition to the many options above, local jurisdictions may have established unique partnerships as part of their local NE/LRE continuum.