Can Programs for Special Needs Preschoolers Thrive in Public Schools?

Abstract

Programs for special needs preschoolers in the public schools are discussed in the context of issues common to all young children. Their need for an intimate, small, manageable environment may be thwarted in large, anonymous buildings geared, of necessity, to a certain degree of regimentation and overwhelming space. Pressure for formal assessment, curriculum and achievement measures may distract the teacher from attending to holistic learning experiences that evolve from young children's interests and developmental needs as expressed in their play, an opportunity to integrate and express their understanding. Teachers of young children need the support and appreciation of others for the work they do; their activities and needs are often foreign to school personnel more accustomed to an older student population. Young children's programs and the professional disciplines accustomed to dealing with them are diverse and require a willingness to coordinate with other community resources and an appreciation of the unique opportunity collaborative efforts can bring. Lastly, the young child and his parent are closely linked so that the task of teachers and others in evolving a partnership with parents demands flexibility and recognition of the critical importance of such a relationship. Accordingly when we deal with young children, families and their special needs, the program must be scaled to very human dimensions no matter where that program is housed.