Special Education Preschool

Preschool Special Education

Our goal at CVESD is to meet the needs of all our students. We firmly believe every child should have equitable access to the curriculum and we strive to provide them with the services and support needed to do so. We also understand every child is unique; therefore, if you are concerned about your child's development, we encourage you to share your concerns with the classroom teacher and they will ensure adequate steps are taken to support you and your child.

Preschool Evaluation Referrals

The Preschool Evaluations department can assist parents who are concerned regarding their child's development. If you feel your child may require an evaluation, please contact the Preschool Intake Secretary at (619) 425-9600 ext. 1708 to schedule an intake appointment.
During your intake appointment, your concerns will be discussed with the intake team who will then determine the best next steps for your child with your input. The video below will take you through the entire preschool intake process and shed some light on how the evaluation may look for your child. http://corona1.cvesd.org/preschoolassessment/english/default.html

Diagnostic Team

If your child is referred for a comprehensive assessment, he or she will be participating in a two-week program that resembles a preschool classroom. During this time, a multi-disciplinary assessment team will be observing, collecting data and administering the needed assessment tools in all areas of suspected disability. Upon completion of the two-week cycle, the team will schedule an Individualized Education Plan (IEP) meeting to share with you the results of the assessment and determine potential eligibility for Special Education Services and Support.

Inclusion

Our commitment to special education students is to meet their needs within the least restrictive environment. That is why we offer preschool inclusion classrooms. Inclusion classrooms are general education preschool classes that are especially staffed and equipped to meet the needs of children with required specialized academic instruction, as determined by the IEP team. This model provides general education students with the opportunity to develop the sensitivity, empathy and awareness to relate to peers with special needs.

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