Autistic daycare near me: Special Needs Daycare | Philadelphia

Опубликовано: May 21, 2023 в 12:10 am

Автор: alexxlab

Категории: Miscellaneous

Preschool/Daycares | Lehigh Valley Autism

Finding a daycare or preschool that is a good fit for a child with Autism can be especially challenging to parents. LV Autism Guide has gathered a list of some centers who have accommodated other parents in the past. However, it’s important to ask the right questions and make sure it’s a good fit for your child’s individual needs. Ask if they allow TSS’s there. This is the time that many parents and therapists work on modifying behavior, building foundation skills for later learning and play. Visit the day care/preschool with your child and watch your child’s reaction, how the employees relate to your child and be candid about your child’s needs. Click on the following link to read more about how to find the right child care.

As you search for services, it’s a good idea to compile a care binder or folder with his/her healthcare needs.

Having issues with your preschool? Start an Early Intervention Complaint Form. It’s a form that parents can complete to request a formal complaint through the Bureau of Early Intervention Services.

Between toddler age and preschool, the Early Start Denver Model is the time frame this therapy is implemented. Click on https://www.esdm.co/ to learn more about this therapy.

Affordable Early Learning Options

Child Care Works: A Pennsylvania program that helps low-income families pay forchildcare while parents work or attend school by utilizing a co-pay system which can be as little as $5.00 per week but varies according to your income and the number of family members. Parents can choose their own childcare provider and all payments go directly to that childcare program.

Criteria:

•You and your family must live in Pennsylvania.

•You must have a child or children under age 13 who need childcare while you

work or attend an education program.

•All children in care must be United States citizens or lawful permanent residents.

•Your family’s income cannot be more than 200% of the federal poverty income

guidelines. For example, a family of four must earn less than $46,100 in 2012 to

be eligible (2012 Annual Federal Poverty Guidelines are located on

page 32 ).

•Each parent or guardian in your household must (a) work 20 or more hours

per week, OR (b) work 10 hours or more and go to school for 10 hours or more

per week, OR (c) have a promise of a job that will start within 30 days of your

application.

•Each parent or guardian must have proof of identification.

You can enroll in Child Care Works by using COMPASS, which is an online application that allows Pennsylvanians to apply for many health and human service programs.

Website: https://www.compass.state.pa.us/compass.web/menuitems/childcareFAQ.aspx?Language=EN You can also mail, fax or hand in a paper application to your local Child Care Information Services (CCIS) agency. Call CCIS at 1-877-4-PA-KIDS (877-472-5437)

Early Head Start (EHS) is a special Head Start program that provides free education, health, and social services for pregnant women and families with children under age 3. Services can be offered at a center or in the family’s home. EHS programs help families get needed social services to help them become self-sufficient. Families can apply for EHS services through their local EHS provider. You can find a program in your community through the Head Start Center Locator.

Pre-K Counts is a Pennsylvania preschool program that provides free, high quality education to help get young children ready for school. Pre-K Counts provides half-day or full-day pre-kindergarten programs. These programs use a curriculum that will help children grow academically and socially. Pre-K Counts classrooms offer small class sizes.

Criteria:

•Are between age 3 and the entry age for kindergarten in the school district where the child lives

•Are at risk of school failure due to income (family income is below 300% of the federal poverty level, or a family of four earning not more than $69,050 in 2012), language (English is not the child’s first language), or special needs issues.

Pre-K Counts Provider in Lehigh Valley is:

Lehigh Valley Childrens Centers

Where: Multiple locations in Allentown, Bethlehem, Easton

Call: 610-820-5333

Email: [email protected]

Website: http://www.lvcconline.org/services/pre-k-counts

Private Day Cares

This is a listing of day cares in Lehigh and Northampton counties other parents have used who are open with inclusion and having OT/Speech/TSS’s in the classrooms. Please check with the preschool to confirm what arrangements the staff is comfortable with. It’s helpful to therapists and day care staff to share an “about me” bio or a vision statement of the preschool years for your child. If you’re child’s birthday falls after the school district’s cutoff date, some parents hold their child back a year to work on more goals and therapies. That is a personal decision for your and your family.

Advocacy:

Include Me Preschool Advocacy

Opportunities for increasing the capacity of inclusive practices in preschools exist throughout the state. Include Me PreSchool is an answer to these opportunities. Currently, Include Me PreSchool consultants work with select Pennsylvania School Districts, Intermediate Units, private pre-school settings, and Head Start providers to: provide support for early care and education programs; promote inclusive practices; and increase capacity within participating programs. The students, their families and the program staff all benefit from this support. Include Me PreSchool is funded through grants from the PA Office of Child Development and Early Learning (OCDEL), the PA Bureau of Early Intervention Services (BEIS), and others.

Where: 301 Chestnut Street. Suite 403, Pennsylvania Place Harrisburg, PA 17101-2702

Contact: Mary Mahoney-Ferster
Email:[email protected]
Call: 717-234-2621 or toll-free 1-877-337-1970

Website: http://includemepa.org/what-we-do/programs-services/preschool.html

Lehigh County Private Daycares:

A Bridge to Creative Learning

Teachers all have a special education degree.

Where: 3614 Lehigh Street, Whitehall, PA 18052

Contact via online form: http://bridge2creativelearning.webs.com/contactus.htm

Asbury Preschool

Where: 1533 Springhouse Road, Allentown, PA 18104

Call: 610-481-0242

Website: http://www.asburypreschool.org/

Bethany Church

Where: 1208 Brookside Rd, Allentown, Pennsylvania 18106

Call: (610) 395-3613

Website: www.bethanyumchurch.com

Cuddle Zone

Where: 445 Allentown Dr, Allentown, PA 18109

Call: 610-434-2644

Email: [email protected]

Website: http://cuddlezone.com/

Facebook: https://www.facebook.com/The-Cuddle-Zone-Learning-Center-948869611821312/

Grow Christian Preschool

Where: 3800 Brookside rd, Macungie, Pennsylvania 18062

Call:(610) 965-2493

Website: www.macungienazarene.org

Lehigh Children’s Academy

A non-profit daycare partnered with Via of the Lehigh Valley that goes beyond care giving and also focuses on education.

Where: 5910 Hamilton Boulevard, Lower Macungie, PA 18106

Ages: 6wks to 6 years and school ages 5-12yrs

Hours: We are open Monday through Friday from 6:30am to 6pm year round.

Call: 610-841-5801

Website: www.LehighChildrensAcademy.com

Lehigh Valley Children’s Center

Where: 2002 South Albert St, Allentown, PA

Call: 610-791-4828

Website: http://www.lvcconline.org

Red Door Early Learning Center

Where: 4777 Saucon Creek Rd, Center Valley, PA

Call: (484) 264-2916

Facebook: https://www.facebook.com/RedDoorEarlyLearningCenter/?rf=234507653326251

St. Anne’s Nursery School

Where: P.O. Box 147, East Texas, PA 18046

Call: 610-398-3321 ext. 9

Website: http://stannesepiscopal.net/nursery/

Private Daycares Northampton & Surrounding Counties:

ABC Early Learning Childcare Center, LLC

Where: 417 S Lincoln Ave, Walnutport, Pennsylvania, PA 18088

Call: (484) 623-4711

Website: https://www. facebook.com/ABCELChildcare/?fref=nf

Bright Minds Learning Center

Where: 1205 Broadway, Fountain Hill, PA 18015

Call: (610) 419-1834

Website: www.brightmindspa.com

Facebook: https://www.facebook.com/Bright-Minds-Learning-Center-517021245070973/

First Baptist Church (both daycare/preschool)

Where: 3235 Linden St.,Bethlehem, PA 18017

Call:610-865-4600

Website: http://fbc-bethlehem.org/mission-partners/nurseryschool/

First Presbyterian Church

Contact: Andrea Barbehenn, Director

Where: 2344 Center St, Bethlehem, PA 18017

Call: 610-867-5865 x236

New Beginnings Learning Center

Where: Dryland United Church of Christ, 4415 Newburg Road, Lower Nazareth, Pa 18064

Call: (610) 759-6200

Website: https://www.rsgpreschool.com/

Northampton Community College Child Care

Morning and afternoon childcare at 7:30am and from 3p.m. to 6pm. A certified teacher will supervise the class and NCC students studying early childhood education will observe classroom activities. Transportation is not provided. Full day Kindergarten class at Reibman Hall Children’s Center is available from 8:30am to 3p.m.

Where: 3835 Green Pond Rd, Bethlehem, PA 18020

Call: Karen Klein (610) 861-5477

Ready Set Go Preschool

Where: Forks United Church of Christ, 4500 Sullivan Trail, Forks Township, PA 18040

Call: (610) 759-7100

Website: https://www.rsgpreschool.com/

The Growing Place Childcare Centers (PAAC Approved)

Where: Chestnuthill Elementary School, 2147 Route 115, Brodheadsville, PA 18322
or Polk Elementary School, 630 Interchange Rd., Kresgeville, PA 18333

Call: 570-992-6206

Website: https://www.tgpchildcare.com/

Pennsylvania Pre-K Counts funding is awarded on a competitive basis every five years (or when any additional funding is included in the state budget). A competitive Request for Application (RFA) process is anticipated to be released in Spring 2018. Announcements of the competitive RFA will be communicated through Penn Link, and through the PA Early Ed News (click here to subscribe) as soon as it becomes available.

Website: https://www.education.pa.gov/Early%20Learning/Pages/Pre-KCountsAwardees.aspx

As part of OCDEL’s commitment to continuous quality improvement in early learning, child care programs participating in Keystone STARS at the STAR 2 level or above will receive a subsidy add-on for every child they serve who is enrolled in Child Care Works.

This subsidy add-on, or “tiered reimbursement,” is applicable to centers at the STAR 2 level or higher, and increases with each STAR level. The add-on is automatically applied to the daily subsidized child care rate for the program by the CCIS. The additional daily amount may, in some circumstances, increase provider rates to an amount that exceeds the Maximum Child Care Allowance.

Website: https://www.pakeys.org/getting-started/ocdel-programs/child-care-works/

Head Start Supplemental Assistance Program (HSSAP) funding is awarded on a competitive basis every five years (or when any additional funding is included in the state budget). The next competitive Request for Application (RFA) process is anticipated to be released in Spring 2023.

Sunny Days Preschool | PACE

Sunny Days PreschoolHome » Programs » Sunny Days Preschool

JOIN OUR WAITLIST HERE

Sunny Days Preschool provides a safe, fun, and caring learning environment WHERE young children CAN EXPLORE AND GROW. Founded in 2005, we are a NPS (non- public school) and CCL certified preschool. OUR progressive, inclusive program for 3 – 6 year olds supports children on the autism spectrum, neuro-typical children, and those needing a little extra support in a responsive and nurturing environment. We have a highly trained, energetic staff and offer a developmentally appropriate, responsive approach to child growth. Sunny Days is licensed by the State of California Department of Social Services, Facility Number 434414613. We work directly with families as well as school districts that are interested in sending their students to our program.

STUDIES SHOW THAT early participation in a preschool setting is the key to enabling all children to thrive. We believe every moment is an opportunity for learning. Our play-based curriculum offers a safe first step into the social environment and encourages individual growth and development. Classes provide individualized attention to support each child’s emerging communication and learning skills. Activities focus on language development, motor skills, music, movement and play-based experiences. We work on self-regulation, social skill development, sensory integration and language skills. For older children, early literacy and numeracy skills are encouraged through informal, experiential learning and play.

For more information, Complete the Online Intake Form.

The inclusive program welcomes both children on the autism spectrum and neurotypical children
Maximum of 1:3 adult to student ratio (1:1 aide option available for an additional fee. Note: external aides are not permitted)
Classroom size of 8-12 students
Highly trained, energetic staff, directed by a certified Early Childhood Special Education teacher
Activities emphasize social learning as well as kinder-readiness
Program is supported by Occupational, Speech and Behavior Therapists
Teaching philosophy based on responsive teacher/child relationships
Ongoing assessments of child’s progress in the program
Parents strongly encouraged to bring the learning process home
Supports toilet training regimen

- The first step in the application process is to register for our waitlist. Sunny Days is working with the LegUp platform to manage our waitlist process. With LegUp, you can see your waitlist status and edit your family information anytime. Once we have received your waitlist registration, we will contact you periodically with status updates.
- When a space opens in our classroom, we will set up a meeting to assess your child’s placement. To determine if our program is appropriate for your child, we take into consideration the date you signed up for the waitlist, your child’s age and specific needs, and the current classroom configuration.
- After the assessment, we will arrange a brief onsite tour of our facility and “meet and greet” with our staff with you and your child. This visit will be arranged outside of the school day. This experience will help us to determine whether you and we think Sunny Days is a good fit for your child.
- If we agree that Sunny Days is the right fit for your child, you will receive an application packet. All application materials must be submitted prior to enrollment, and we will meet with you prior to your child’s first day to review the completed materials. There is a $100 application fee.

JOIN OUR WAITLIST HERE

Monthly fees to attend the preschool are based on an annual calendar and take into account all closures and holidays. A 1:1 instructional aide is available for those children who require one on one support for an additional fee. For more information about pricing, view and download our Tuition and Pricing Sheet here or contact Educational Services Fees Phone Number.

Children may enroll for two, three or five days/week, M-F 9AM-12PM with an Extended Day option only for those children who are receiving behavior therapy in our clinic.

Preschool Classes: Monday – Friday, 9am-12pm. Classes are structured with specific lessons geared for all abilities.

Extended Day/Behavior Clinic (for additional fees): Monday- Friday 12pm-5pm. This option requires additional enrollment paperwork. To receive information about Behavior Therapy and to get on the ABA Wait List click here.

Four Reasons Your Typically Developing Child Can Benefit from an Inclusive Preschool
Sample Daily Schedule
PACE Re-Opening Plan / COVID-19 Protocols
Sunny Days Preschool Nut-Free Policy
Sunny Days Preschool Parent Handbook 2021-2022

For an additional fee, PACE provides Speech Therapy and Occupational Therapy for preschool – elementary-aged children. These services are offered on-site at our Sunny Days location in west San Jose. Children do not need to be in our preschool program in order to receive these services offered by licensed staff.

Speech Therapists evaluate and treat those who are challenged in the areas of speech and language development to help improve students’ overall communication skills. Our Speech Language Pathologists (SLP) assess language skills; cognitive and social communication; oral motor and feeding skills. The SLP seeks to identify specific communication problems such as articulation, fluency, voice, and receptive and expressive language disorders and the best ways to treat them.

Occupational Therapists increase the participation in and performance of daily activities meaningful and useful to the client. Our Occupational Therapists (OT) work on fine and gross motor skills; sensory integration; sensory processing disorders; attention and regulation; and, oral-motor development.

Applied Behavior Analysis (ABA) is used to treat a wide variety of behavioral challenges and helps develop school readiness. Currently, these services are offered on-site at our preschool location in West San Jose by appointment. Children do not need to be in our preschool program in order to receive these services offered by licensed staff.

Intensive one-on-one ABA therapy is available through our Faces Program.
Home-based, school-based, and/or center-based therapy (Due to COVID 19, at this time we are only offering services on-site in our clinic).
ABA can be the primary focus or supplement other therapy programs.

Receptionist
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Karen Kennan — PACE Assistant Executive Director
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Sunny Days Preschool

897 Broadleaf Lane

San Jose, CA 95128

T: Sunny Days Phone Number

F: Sunny Days Fax Number

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Sunny Days is located in west San Jose close to the historic Rose Garden neighborhood. Our facility is situated within the Cory Educational Center campus. Sunny Days is licensed by the State of California Department of Social Services, Facility Number 434414613.

IPM Plan

Inclusive children’s center – Anton is right here

Inclusive Children’s Center is a space for children with special needs and their neurotypical peers, where every day they can learn together, get ready for school and make friends. Classes are held every day, and families receive help for free – this is the first inclusive center in St. Petersburg that will operate on a non-profit basis. Qualified specialists work with children: tutors, speech therapists, music teachers, art teachers, English teachers, sensory integration specialists.

We have been preparing for a long time to create a children’s project, because at some point it became obvious: we want to provide systemic assistance. To work not only with people with autism, but with their families, to train competent specialists so that high-quality diagnostics are available to every family that is faced with a diagnosis of autism.

“Now we understand that it is possible to build a support system for people with autism in Russia only by working in an integrated manner: with children, teenagers, and adults. At an early age, assistance is most effective, but there is almost nothing for children: no high-quality diagnostics, no inclusive programs in kindergartens, no specialists. If a child with autism spends his childhood in isolation, then he is more likely to spend his whole life in isolation. We want to change that.”0010,” said Elena Filbert, executive director of the fund.

Misha

Sonya

Fedya

Marseille

Full-time tutors, speech therapists, music educators, art teachers, teachers of English work in the children’s center. Now we are already helping 46 children, 142 children are on the waiting list. The inclusive group consists of 75% of children without developmental features, neurotypical, and 25% of children with autism and children with Down syndrome.

“ Our center is not a “garden for children with autism”. We have neurotypical children, children with autism, children with speech disabilities, and they are all in the same group. An individual program is prescribed for each child, based on the observations of educators and diagnostics of specialists. And every child with autism has his own personal trained tutor who helps him develop according to certain programs,” Elena Filbert.

At the opening of the center in March 2021, the ribbon was cut by Ekaterina Shulman, a political scientist and an old friend of our foundation: “The diversity of societies will increase. And those children who grew up with the feeling “I’m normal and everyone is like me” will have difficulties in this new world. Diversity is the new normal and uniformity is the exception. “Anton is here nearby” is a foundation whose ideology from the very beginning was adaptation to social life, training those skills that will help them become part of society, work, do something that is sold for money, and not admiring features. I like the consistency of their approach, humanism, focus on the individual and their freedom, the possibility of choice. People who were previously considered inferior, in recognition of their humanity, grow and develop.

Not only children, but also parents and specialists can get help in the children’s center. Training courses and master classes will be held for them.

Media about the project:

Channel One – a report on the opening of the children’s center

News MR7.ru

Interview of Elena Filbert for “Paper”

Interview of Veronica Chendylova for Sobaka.ru

Autism in the city: children with ASD and gray areas

In 2020, the Anton Is Here Foundation decided to conduct a study to understand how the city interacts with children with autism and their families. In which kindergartens and schools can children study? Where can families go for medical help? Where can children spend their leisure time, and where can parents find like-minded people?

This is how the Autism in the City project was born. First of all, it was decided to explore, of course, St. Petersburg.

In the fall of 2020, St. Petersburg was a gray area for us, where separate places were hidden, already then ready to provide assistance and support to children with ASD and their families. But there are few such places. Often, before being in the “right” place, to find “their” specialist, families go a long way – an obstacle course.

If the legislative framework is not related to local practice, and the statistics on ASD in the city are silent, it remains to go to those who work every day in the education system, in medicine, in social assistance, to parents who (as it happens) often become experts in helping and supporting their children. This is what our team of researchers did. And we share the results.

Hello, my name is Toma, and also in this text are my colleagues: Katya, Masha and Diana. Together, we conducted a sociological study for six months for the Anton Is Right Here Foundation: from September to February, we were looking for what opportunities children with autism have in St. Petersburg. The possibilities are very different: from medicine and education to understanding and acceptance. Today we are starting a series of publications in which we will tell you what we managed to find. A cycle, because there were a lot of finds, and even more questions that we faced.

The study is the foundation’s attempt to understand what is happening in St. Petersburg when various social and “helping” institutions are faced with autism in children. We are talking about the social side of interaction: who makes the diagnosis, how the educational route is determined in the preschool and school period, with whom parents interact, and why the search for a kindergarten, school and doctors is an obstacle course for them .

Unfortunately, today parents of children with autism take a lot of time to find answers to such simple questions as “which kindergarten to go to” or “where to get a tooth fixed”.

Unfortunately, today parents of children with autism take a lot of time to find answers to such simple questions as “which kindergarten to go to” or “where to get a tooth fixed”.

Of course, there are places and specialists on the city map who are ready to provide various kinds of assistance to the family of a child with autism. But such places are few; sometimes the path to them is long, expensive and difficult. In the study, we sought to cover a wide urban context, to understand how the “system” of care for children with autism works from the inside, because almost every family of children with ASD inevitably goes through it.

The results we have obtained are based on two phases of work. Firstly, it is the search and calling of institutions. This stage helped us outline the field of research and find the first heroes for the interview. Later, we called medical, psychological, leisure and educational institutions. We were interested in what kind of help they can offer children with autism. This is how we created the “Help Map” – places ready to provide support to families with children with ASD. We will share it very soon.

The second stage of work is an interview. We talked with heads of state kindergartens, with parents of children with autism, interviewed tutors who accompany children with ASD in kindergarten and school, employees of correctional schools and resource classes, and also representatives of territorial psychological, medical and pedagogical commissions (TPMPK) – after all, the path of parents of children with ASD to kindergarten and schools often begins with them – and RONO. The result of this stage is a description of the route of parents of children with autism: from early diagnosis to elementary school. So we managed to expand the field of stories about autism in the city and include different characters in them. We will see how the problem of lack of language arises all the way through diagnostics, medicine, education, growing into adulthood, and “these children” become “these adults.”

We will see how the problem of lack of language arises all the way through diagnostics, medicine, education, growing into adulthood, and “these children” become “these adults.”

THESE CHILDREN
But before families of children with autism encounter diagnostics, medicine, and education, we all – the foundation, parents, kindergarten directors, school teachers, doctors – encounter language. More precisely, with its absence. Children with autism are called as soon as they are called: from diminutive “auty” to “sick” (“abnormal”). But more often they still don’t name, multiplying the uncertainty and reproducing the lack of information, limiting themselves to “these children”, at the same time looking into the interlocutor’s eyes as if saying: “everyone understands everything, do you understand too?”. And, if for researchers the lack of language is a methodological difficulty that we are used to working with, then for the problems of autism in St. Petersburg, this is the essence – do not name, skip, pretend that they do not exist.

But there are children with autism! They are only seen – with words, eyes and knowledge – not everywhere. Even those who understand the problem are not always ready to take the position of linguistic appearance, speaking bluntly and pity. And until the language is developed, the struggle for “visibility” goes on all fronts: between autism as a dysfunction and as part of the discourse about neurodiversity.

IN GRAY AREAS
At different stages, families of children with autism in St. Petersburg face gray areas. First, diagnostics. Often this is a denial of autism as a diagnosis, ignorance of diagnostic tools, or untimely help. Then there are kindergartens and schools, which are not always ready to work with autism. Sometimes unpreparedness is expressed in transfer to “other” kindergartens, and in some cases, successful examples of inclusion are formed in kindergartens and schools. And we don’t know exactly why this happens. The search for specialists also runs like a red thread: it is not possible to find “one’s own” immediately. The scale of uncertainty forces parents to be in constant search or to agree to “what they give.” And there are so few adequate places that getting there is not a trivial task.

The scale of uncertainty forces parents to be in constant search or to agree to “what they give.” And there are so few adequate places that getting there is not a trivial task.

The regulatory and legal framework, which formally advocates an inclusive model of education, adds uncertainty – all children can study everywhere. But this is only formal! In fact, the normative documents are divorced from the reality of autism. How to be the head of a kindergarten if a child with ASD in the preschool period needs behavioral therapy or a tutor, but there are no rates for specialists? What if there is a diagnosis, but not the same one, but specialists see that “this is it”? This is not written anywhere. When “encountered” with autism in kindergartens and schools, informal mechanisms are launched that lead to really different consequences: from successful inclusion and socialization to homeschooling and isolation.

When “encountered” with autism in kindergartens and schools, informal mechanisms are launched that lead to really different consequences: from successful inclusion and socialization to homeschooling and isolation.

More than once in our interviews the “Leningrad school of psychiatry” is mentioned, some representatives of which speak of overdiagnosis, and of autism as a fashion trend: “it will soon pass.” But an adequate diagnosis is important because it is the key to help. Autism and autism care in St. Petersburg are on different banks – a bridge is needed. While he is gone, you have to use bypass paths or go the wrong way.

WHAT’S NEXT?

72% of public kindergartens in several districts have no experience of “meeting” children with ASD, whether diagnosed or not.