Oakstone Academy’s preschool curriculum includes children with Autism Spectrum Disorder and their nondisabled peers in an educational setting that promotes meaningful social interactions, tolerance of individual differences, and advancement of academic competency. Our program applies research-based intervention strategies as well as shifting clinical practices into a naturalistic classroom-based application. Our preschool classrooms are fully inclusive, meaning that 50% of the students in each classroom have Autism Spectrum Disorder, and 50% of the students are typically developing students. The early childhood staff at Oakstone Academy includes one lead teacher in each classroom, and two full-time aides. Many of the young children who attend our preschool classrooms also receive Naturalistic Home-Based Programming as well. See CCDE Therapies for more information on this program.
The curriculum is designed to meet the needs of typically developing children while including supports for children with ASD. Oakstone Academy provides a three-year individualized program for children ages three to six. Our rogram options include half and full-day preschools, as well as full-day Kindergarten. The curriculum includes activities in practical living, literacy, sensory, math, language, geography, science, movement and art. Children are encouraged to develop independent functioning skills as well as a respect for self, others and the environment through age-appropriate activities and experiences. Self-management and p roblem solving skills are also encouraged and viewed as essential to the development of the whole child.
Behavior management strategies include teaching children with ASD to regulate their sensory systems, and learn how to compensate for their sensory deficits in group settings. Behavioral strategies include the use of pictures and other visual cues, consistent consequences for inappropriate behaviors, reinforcement of appropriate interactions and conduct, and design of the environmental space.
One technique we use at Oakstone Academy is the use of pictures schedules across children of various ages and developmental levels. Picture schedules are used with peer models and children with special needs, beginning with children as young as two years old. Actual photographs are used in the young preschool environment to help define the child’s space and illustrate the daily schedule. These photographs assist with transitions and provide the foundation for the development of emerging self-management skills, as well as promote engagement with materials during playtime. Picture schedules are also used to promote social interaction skills in the preschool classrooms. We have found that if children are actively engaged with their peers, they are more likely to imitate the peers during play and may improve their own skills in developmental domains such as language, social/play, motor and cognition.
Photographic icons are introduced to older preschoolers as they develop higher-level abstract thinking skills. Icons continue to define the environmental space for the child, to introduce the development of social skills, and to increase development of self-management skills at this critical age. The display of a visual schedule also helps to mark the passage of time for young children. Children with special needs are paired with a peer model during a sequenced play period. Peer models are supported and encouraged to model age-appropriate play skills during this time. Reinforcement is given in the form of verbal praise and tangibles, such as stickers and stamps, on an intermittent basis.
Visual schedules are used in our elementary classrooms as well to promote academic skills and are paired with another strategy, self-monitoring, to promote independent functioning and an even higher level of self-management.
Other strategies implemented in the preschool classrooms at Oakstone Academy include Precision Teaching, Handwriting Without Tears, Direct Instruction, and The Letter People. Children are first introduced to basic component skills of Direct Instruction during circle times through choral responding. Children are also taught to follow visual cues given by the teacher at these times. Direct Instruction is used in our elementary classrooms as part of our reading program, and we have found it beneficial to the students to be introduced to some of the components of Direct Instruction at a young age. Precision teaching is used to introduce fluency-building programs in the areas of language and fine motor skills.
Each program is presented to the children as “The Go Fast Game” to keep it fun and engaging for young children. The children are introduced to the concept of their personal aims and encouraged to beat their last score. The peer models seem to enjoy these “games” and, while building their own fluency in these areas, also provide good role models for our children with ASD. Handwriting is introduced at an early age using Handwriting Without Tears. This program is done as a class with individual support provided when needed. It combines the use of visual and verbal cues and provides many opportunities for practice. Our preschool and Kindergarten classrooms use The Letter People curriculum to introduce a variety of language and reading skills. In the youngest preschool classrooms, basic letter recognition is introduced. As the children get older, the curriculum is used to introduce and teach higher level reading skills and concept development. Overall, these programs have proven to be interesting and challenging for our typically developing students as well as target the special learning needs of our children with ASD.
The classroom sizes vary depending on the age/developmental level of the children, but are generally small classrooms with no more than twelve to fourteen children. Each classroom has a lead teacher and two assistants. Most lead teachers have a Master’s degree in Education, often with dual degrees in both regular and special education. Classroom aides have been trained both through the center and through various other agencies such as Franklin County MRDD and Buckeye Boy’s Ranch. Any questions regarding the Preschool classrooms and curriculum should be directed to Jill Frazier at Oakstone Academy.