Early Childhood Solutions

• Implement IEP goals in designated settings
• Consult with parents and program staff
• Modify curriculum responsive to individual needs
• Provide environmental modification
• Develop behavior management and intervention strategies
• Evaluate need for alternative communication methods
• Develop multi-sensory activities and materials
• Utilize specialized approaches for children with PDD/autism spectrum disorder
• Coordinate transition planning with district personnel and families

• Provide ongoing assessment and data collection of the student’s development
• Collaborate with therapists working with the student
• Develop individual interventions for home and school settings
• Network with families and staff to secure additional resources available in the community
• Responsive to developing a relationship with the family
• Liaison for the district to the family or other service providers
• Development and sharing of various materials designed to support the students’ needs
• Participation in initial district team and IEP meeting

Responsive Consultation

• Programming/service delivery
• Policies and procedures
• Federal and state updates
• Assessment procedures
• State licensing requirements
• Early Childhood initiatives
• EMIS reporting
• Step Up To Quality (SUTQ)

Quality Professional Development

• Networking opportunities
• State and national initiatives
• Focus groups
• Ohio Pre-K Common Core
• Early literacy initiatives
• Curriculum development

Nancy Struewing
513.674.4323
nancy.struewing@hcesc.org

A trans-disciplinary team approach

A trans-disciplinary team approach provides high quality programming and services all designed to meet the needs of the whole child. In all our service areas, the focus is on meeting the physical, social, emotional, and cognitive needs of each child.

• Exemplary integrated programming
• Experienced Early Childhood special educators
• Medical needs and records monitored by program nurse
• Vision and hearing screening
• Psychological services, direct and consultation with program
  and families
• Speech and Language therapy provided for identified students
• Content standard-driven curriculum
• Occupational therapy provided for identified students
• Integrated team approach 
• Integrated therapy model
• Comprehensive individualized educational program and implementation
• Supervision of integrated services
• Developmentally appropriate educational practices
• Ongoing assessment and data collection of the student’s development
• Augmentative and technology support
• Utilizing latest trends in developmental strategies and interventions for children with a wide range of special needs
• Curriculum modifications responsive to an individual child’s needs

Center-based early childhood program

Preschool special education services provided in a center-based early childhood setting. The program provides a comprehensive service delivery model for a preschooler with a disability whose LRE is an ECE setting.

• Experienced Early Childhood special educators
• Speech and Language therapy provided for identified students
• Psychological services, direct and consultation, with program and families
• Occupational therapy provided for identified students
• Integrated team approach
• Integrated therapy model
• Comprehensive individualized educational program and implementation
• Ongoing assessment and data collection of the student’s development
• Progress reporting to parents
• Developmentally appropriate educational practices
• Curriculum modifications responsive to an individual child’s needs
• Enrollment of peer models
• Participation in initial district team and IEP meetings
• Management of data collection and progress reporting to parents
• Team commitment to meeting with district personnel and parents
• Development and implementation of a transition plan with the district and families
• Responsive to developing a partnership with families
• Supervision of the program
• Development of formalized behavior plan for students, as appropriate

• Experienced Early Childhood Intervention Specialist
• Medical needs, records and health plans monitored by program nurse
• Speech and Language therapy provided for identified students
• Psychological services, direct and consultation, with program and families
• Occupational therapy provided for identified students
• Physical therapy provided for identified students
• Integrated team approach
• Integrated therapy model

• Utilizing research-based practices in the development of strategies and interventions for children with intensive needs
• Environment engineered to provide access and participation for physically challenged children
• Augmentative and technology support for communication, movement and access
• Wide variety of adaptive toys, equipment, activities and sensory based activities
• Availability of positioning and seating equipment
• Intensive therapeutic treatment by speech and language, occupational and physical therapists
• Supervision for the program

• Experienced Early Childhood special educators
• Intensive Speech and Language services
• Psychological services, direct and consultation, with program and families
• Occupational therapy services
• Supervision of program
• Integrated therapy model
• Comprehensive individualized educational program and implementation
• Ongoing assessment and data collection of the student’s development

• Psychological services, direct and consultation, with program and families
• Progress reporting to parents
• Integrated sensory-motor approach
• Modified curriculum and instruction
• Utilization of specialized approaches for children with PDD/autism disorder
• Participation in district team and IEP meetings
• Partnering with private providers to maximize interventions
• Development of formalized behavior plan for students as appropriate