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Students with special needs


Co-Teaching Pre-K (in Spanish)

Glendale Elementary School

Glendale Elementary School (Nashville, TN). At Glendale Spanish Immersion Elementary, we have two preschool classrooms; each has students with special needs. In the inclusion class, all students have Individual Education Plans (IEPs), and in the blended class, half of the students have IEPs. The preschool follows the Creative Curriculum, which is a comprehensive curriculum that uses best practices in developmentally appropriate ways. Much of the work done in the preschool classrooms is determined by the goals of each child’s IEP. Before children enter Kindergarten, Early Childhood Outcomes (ECO) are assessed to help measure children’s school readiness and progress toward minimizing the achievement gap for students with disabilities.


Co-Teaching Pre-K

Students at North Harford

North Harford Elementary School (Pylesville, MD). This year, North Harford Elementary School was excited to expand our existing Prekindergarten program by adopting a co-taught Prekindergarten model. This model allows our youngest learners with disabilities and our general education Prekindergarten students to work side-by-side as they build a strong foundation of skills for a successful educational career. Our students’ success is ensured through a close partnership with parents and guardians and the classroom staff to maximize learning experiences for all students. These experiences build on students’ individual strengths and target specific needs as they work to become confident and capable students prepared to achieve in later grades. Prekindergarten students enjoy working with their fifth grade mentors who help them transition to the classroom each morning and work one on one to reinforce previously taught concepts such as book and print awareness and rhyming words.

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