Artboard 1
Artboard 1
Artboard 1
Artboard 1

Inclusion Services

Benefits of an Inclusive Program

At 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 addresses 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.

Inclusion Services

Children with identified special needs account for 20 percent 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.

Providing a team approach with a wrap-around model of service will promote the maximum level of development for the child. Children benefit greatly when all members of the team are working towards the same goals.

Our Inclusion Team consisting of families, teachers, therapists, administrators, and other support staff working together 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

If a child meets one of the eligibility requirements in the Center’s definition of a Special Need, he/she may qualify for Inclusion Services.

Frazer Center uses the following definition in determining eligibility for services:

  • Children with an identified disability, delay, medical, or mental health condition requiring early intervention, therapy, special education services, or other specialized services and supports; or 
  • Children without an identified condition, but requiring specialized services, therapy, supports, or monitoring

 

Frazer Center’s Inclusion Services are categorized into 4 tiers. Eligibility and services provided for each tier are listed below.

Qualifications:

Level 1:
Child does not meet the qualifications for Special
Needs, and no differentiated instruction or behavior support is required

Level 2:
Child meets qualifications for Special Needs, and requires minimal differentiated instruction or behavior support

Level 3:
Child meets qualifications for Special Needs, receives therapies across several domains or a high level of support in one domain, and requires significant differentiated instruction, support and accommodations

Level 4:
Child meets qualifications for special needs, receives therapies across several domains or a high level of support in one domain, and requires individual instruction and one-on-one support for a significant portion of the day

Services:

Level 1:
Not eligible for Inclusion Services

Level 2:

  • Initial Inclusion Team (parents, CDP administrator, therapists, and teachers) meeting upon enrollment
  • Provision of private therapy space for “pull-out” services, or adaptations for “push-in” services in the classroom, and teacher/therapist communication about therapeutic goals
  • Addition of minimal adaptations and/or interventions in the classroom, to ensure inclusion and advancement of therapeutic goals (as applicable)
  • Additional Inclusion Team meetings held as needed, upon request from parent, teacher or administrator
  • Yearly teacher transition meeting for current teachers to meet with the child’s new teacher to discuss goals, objectives, and strategies


Level 3:

  • Initial Inclusion Team (parents, CDP administrator, therapists, and teachers) meeting upon enrollment, and quarterly team meetings in August, December and April
  • Provision of private therapy space for “pull-out” services, or adaptations for “push-in” services in the classroom, and teacher/therapist communication about therapeutic goals
  • Addition of an Inclusion Consultant* to the Inclusion Team. Inclusion Consultant to provide the following services:
    • Observe child and make recommendations to the Inclusion Team, in order to determine and prioritize the needs of the child in the classroom.
    • Coordinate with the Inclusion Team to develop targeted goals and objectives.
    • Collaborate with the Inclusion Team to assure the implementation and generalization of each identified child’s targeted goals and objectives.
    • Create a weekly email update for the child, and distribute to the Inclusion Team.
    • Provide appropriate resources (including interventions, resources, and strategies) to the teaching staff , to encourage independent learning opportunities and increase the participation in the classroom.
    • Assist families in the transition to community programs, public or private school settings to ensure the continuation of appropriate educational and therapeutic services


Level 4:

  • Enrollment and Inclusion Services are contingent upon parents providing an approved one-on-one aid/teacher for the classroom
  • Level of care will be assessed when an approved one-on-one aid/teacher is approved

 

*The Frazer Center/Adaptive Learning Center inclusion consultant pilot project was launched through grant funding. Its continuation is contingent on funding availability.

Artboard 1