Communication The children are at many different levels of communicative ability, so intervention starts from where they are and encourages them to make progress. PECS (the Picture Exchange Communication System is particularly helpful with nonverbal children who have trouble initiating communication) Picture Schedules (for children who have difficulty transitioning) child's photo with name by coat hook (the photo helps those children who are developmentally not ready to learn to read their name) assistive communication devices (Wolf & McCaw are two devices which can be programmed to communicate using the spoken word) communication centers in each classroom (writing materials with child's name and photo available to attach to any project - - this draws children of many different levels of ability together) basic objects labeled (i.e., door, computer, sink) sign language (most teachers know some basic signs to use with 3-5 year olds)

Physical handicapped accessible buildings handicapped accessible playground equipment changing tables for children not yet toilet trained fences (specifically for children who are prone to run away) indoor net swings (hang from ceiling in classrooms for children with sensory needs) adaptive furniture for children with physical limitations direct instruction room (room with minimal distractions and non florescent lighting for one-on-one instruction) Reggio Emilia approach which emphasizes an unobtrusive environment (i.e., soft colors, plants, child made artwork) is calming Computers Each classroom has one or two computers for the children. There is an enlargement device for the visually impaired, touch windows for the developmentally delayed and a wide variety of programs to encourage cognitive, language and artistic skills.

Autism/PDD Services child's learning style is assessed an eclectic approach to treatment is used direct one-on-one instruction available to those who learn best with direct instruction outside consultants provide services and help write programs home programs encouraged and assistance given to set up communication systems in the home assistance given to acquire funding for families para educators assist with each child The Special Needs Library This collection of books on disabilities includes books for siblings, parents, and professionals. The books are available to anyone.

Children Children with a wide variety of special needs are served at Head Start in the regular classroom. A visitor to the room would be unaware which children are receiving extra assistance. Teachers The classroom teacher, whether or not an ECSE teacher, takes responsibility for the overall welfare of each child in the class. Consultation as well as direct services are provided by the ECSE teacher, the SLP, the OT, the PT, the Adaptive PE teacher, and the Psychologist. These services are delivered mostly in the classroom where all children can participate. Para educators are assigned to children when either their behavior management or their learning style requires a one-on-one approach. Ultimately it is each child's case manager who is responsible for ensuring the delivery of services, coordination of professionals, and establishing regular team meetings. Support Staff A nurse is available to assist in the management of children with health related issues. Transportation services, including a bus monitor, are available to all children on an IEP who need this assistance. The Head Start social worker is involved in the welfare of all children placed at Head Start and my be assisted by the school district social worker. Collaboration works at Head Start because staff work together to provide care for EVERY child.