Inclusion Services

Inclusion Web Page_GraphicAt Frazer Center, our children are not only given the foundation needed to guide them through their formal education, but also the opportunity to experience the beauty of inclusion. Students in our programs learn the rewarding power of embracing all people, regardless of ability level or background. All children benefit by being in a supportive, challenging, and stimulating environment with instruction that address their individual development.

Students with disabilities in inclusive programs achieve better learning and behavioral outcomes than those served in non-inclusive programs, according to the Council for Exceptional Children. In addition, children without disabilities gain a number of benefits from an inclusive setting, including social skills, tolerance, and patience, according to the Institute for Urban School Improvement. Our program readies all children—regardless of ability—for a lifetime of learning. See the tabs below to learn more about our unique services. If you have a child with a special need please read the information under “What Categorizes a Special Need” and then contact our Inclusion Specialist, Nakeshia Wright, at n.wright@frazercenter.org.

The Benefits of an Inclusive Program

  • Children with identified special needs or who are at-risk for developmental delays account for 30% of our enrollment. This ratio is based on research that creates a mutually beneficial program for all the children and reflects the community in which we live
  • Each child is assessed through an individual portfolio, demonstrating their developmental growth as they progress through our program
  • An Inclusion Specialist works closely with families, teachers, therapists, and other entities to provide the best possible experience for children with special needs
  • Our experienced staff can often identify early signs of developmental delays in children which are often not recognized until later by parents or pediatricians

Inclusion Services Provided at the Frazer Center

  • Initial family and Inclusion Specialist meeting once enrolled
  • Yearly teacher transition meeting for current teachers to meet with the child’s new teacher to share information
  • Annual teacher, family, Inclusion Specialist meeting to discuss goals and parent expectations
  • Quarterly meetings with Inclusion Specialist, families, teachers and therapists
  • Monthly on-site therapy visits from teachers to learn what he/she can incorporate into the classroom
  • Weekly classroom check-ins by the Inclusion Specialist to see how the children are doing, learn about any new developments, support teachers, and answer questions
  • One-on-one weekly time with Inclusion Specialist as needed, including ongoing classroom observations
  • Summer Orientation meeting for families of children with special needs
  • Individualized binders in the classroom that houses IEP/IFSP information, Individual Quick Reference Forms, progress reports, etc.
  • Individualized parent communication (if requested), for teachers to send home each day
  • Annual speech, language and hearing screenings for our preschool and Pre-K children

What Categorizes as a Special Need?

Special Needs Definition

  • Children with identified disability, health, or mental health conditions requiring early intervention, special education services, or other specialized services and supports; or
  • Children without identified conditions, but requiring specialized services, supports, or monitoring

Eligibility Categories Include:

  • Autism
  • Blind / Vision Impairment
  • Deaf/Hard of Hearing (D/HH)
  • Emotional & Behavioral Disorder
  • Intellectual Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Significant Developmental Delay
  • Specific Learning Disability
  • Speech-Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment & Blindness

At Risk Factors Include:

Infant and Toddler Risk Factors (for infants/toddlers who are under 18 months of age at the time of evaluation for eligibility):

  1. Birth weight is fewer than 1200 grams (2 pounds 101/2 ounces)
  2. Gestational age is fewer than 32 weeks
  3. NICU admission for more than 5 days
  4. Total hospital stay is more than 3 weeks in 6 months
  5. Diagnosis of Intrauterine Growth Retardation (IUGR) or Small for Gestation Age (SGA)
  6. Diagnosed low height or weight percentile, based on age
  7. Chronic feeding difficulties
  8. Attachment, bonding or interactional difficulties

Parent Risk Factors:

  1. Households without English speakers: Children in households where all members over age 14 years speak a non-English language and are not proficient in English
  2. Low parental education: Children whose parents lack a high school diploma
  3. Parental chronic illness or disability affecting care-giving ability
  4. Residential mobility: Children in families who have changed residences one or more times in the last 12 months
  5. Parent lacking social supports
  6. Teen mother: Children whose mothers were teenagers when the child was born
  7. Open or confirmed protective service investigation, including a child currently in foster care
  8. Substance abuse or dependency in the home
  9. Domestic violence in the home
  10. Non-employed parent(s): Children whose parents had no employment in the previous year.
  11. Poverty: Less than 100% of the Federal Poverty Level