Princeton Regional Schools' Preschool Program
PRESCHOOL CLASSES FOR STUDENTS WITH DISABILITIES
In addition to the integrated preschool classes, the District has also established two self-contained classrooms for students on the autism spectrum and students with other disabilities.
Riverside School hosts classes for preschool (and elementary age students) on the autism spectrum. Many of these students spend a portion of their day in the integrated preschool class. The autism classroom’s high adult-to-student ratio allows for significant support within both the autism and integrated classrooms increasing student opportunities to participate in the general education program. This is a full-day program.
Johnson Park School hosts a preschool class for students with disabilities. Many of these students spend part of their day in the integrated preschool class. This is a half-day program with both a morning and afternoon session offered. Up to six preschool disabled students, with moderate to more severe disabilities who require self-contained programming, will be served in each session.
Highlights of our preschool classes for students with disabilities include:
- A certified teacher and instructional assistants in each classroom.
- Autism program staff are highly qualified with strong skills and extensive experience in autism program development and in the delivery of an applied behavioral analysis instructional program.
- Supervision is provided by the building principal and Supervisor of Special Education with the assistance and consultation of the school’s Child Study Team
- Related services (speech, occupational therapy and adaptive physical education) are provided to these students. Physical therapy services are available as needed.
- Transportation is provided by the District with pick-up and drop-off arrangements made by the Transportation Office.
For additional information on preschool programs please call
the Office of Curriculum and Instruction at 609/806-4203
or
the Office of Student Services at 609/806-4206.
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