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Differences embraced at special preschool
(by Sue Hoffman - March 04, 2009)
Differences embraced at special preschool
By SUE HOFFMAN
At first glance, the classroom at the Solon Integrated Preschool, located at Arthur Road Elementary School, seemed like any other preschool.
Among their first activities that afternoon, the students, mainly 4-year-olds, were learning to count to 19. They clapped, marched and jumped 19 times each to help them remember.
"Who's reporting on the weather?" teacher Joanna Menolasino asked.
Ben Arenschield raised his hand and walked over to the window. "It is windy and snowy and a little cloudy," he said after making his observation. "It's cold," he added.
A few minutes later, the children were reviewing Zoo-phonics, a program to learn the alphabet using animal characters and sounds. Their action-packed half-day preschool also included playtime with playhouses, blocks and puzzles, riding tricycles and scooters in the cafeteria for gross motor-skill activity, stories with listener participation, "Simon Says" and, of course, snacks.
While similar to other preschools, classes in the integrated preschool are different. In each class, eight students have individual education programs because of a disability, and four are "typical" peers who have no disabilities. While the special education students residing in Solon are entitled by law to the preschool free of charge, parents of typical peers living in the district pay $1,200 each year for tuition. Each classroom has one teacher and one aide.
Thirteen years ago, the Solon School District decided to open up its preschool to students without disabilities on a tuition basis. Some parents expressed their support of an inclusive program at a school board meeting in 1996. Those with children with disabilities said they wanted their children to be able to interact with peers who could model behavior. There were also parents who said their children without disabilities could benefit from the district preschool's staff and resources. Today, as the program has grown to a total of 90 children, parents and teachers continue to see benefits.
The district is preparing to expand the classes to include up to eight typical peers for a total of 16 students in each class.
"The state is advocating for a more natural environment and is pushing for more inclusion," said school psychologist Beth Poe. That means more typical peers should be included in the classroom.
"I heard about it from a number of people," Ben's mother, Jen Arenschield, said about the preschool. "I love that it's connected with the schools."
Ben, 4 1/2, has no disabilities but has a summer birthday, said Mrs. Arenschield, who formerly taught in the Newbury School District. "I liked knowing, although he didn't qualify for services, he's getting them through osmosis." For example, teachers model appropriate speech strategies, she said.
In addition, she said, "I want my kids to be surrounded with kids who are different. I love this setting, where everyone is respected for their own strengths."
Jessica Leonard said her son, Jonah Dieterle, 5 1/2, has an IEP and is entitled to services. The family, who moved to the area from New Mexico, had heard about Solon's reputation for special education. "We didn't know about the preschool program," she said.
"I call the group of women who work with him 'Jonah's angels,'" Ms. Leonard said. "He has made incredible strides." Having typical peers is "what makes the program effective. Kids like Jonah need kids to model off of. He's able to behave better. There's pressure to act accordingly." The typical peers "give him cues of what's acceptable behaviorally, socially and academically." Along with his teachers, having typical peers is "the No. 1 thing going for him.
"The more I learn about special education, the more I know about the importance of having the least restrictive environment," she said. This means attending classes with those who do not have special needs.
"They move on," Mrs. Menolasino said. All but one of her 12 students will enter kindergarten next year. The one child who is not moving on is only 3, she said. She said the fact that some of the children have special needs "is more of an issue to grownups than it ever is to kids."
Other preschool teachers have similar views.
"Everyone's a little different and a lot alike," said Eileen Sabo, a 19-year veteran teacher in the program.
"It's wonderful that children at different levels of development can play together," said Shobha Pillai, who's been teaching at the preschool for 15 years. "It's nice to have an environment where everyone's accepting of each other."
Ms. Pillai said the program has other advantages. "All of the teachers have master's degrees in early childhood development and special education, so we bring best practice."
Parents who want additional information or would like to enroll their child should call Mrs. Poe at (440) 349-7341.
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