Introduction
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education. As each child acquires English, the amount of instruction provided in the primary language
decreases until full proficiency in English is attained. Early Exit and Late Exit models are both provided
throughout the duration of elementary grades with differences in the rate of transition to English
proficiency.
In dual language immersion programs (DLI), participants receive instruction in literacy and academic
content in the program’s partner language (i.e., Spanish, Vietnamese) as well as English from
appropriately certified teachers. At least half of the instruction is delivered in the partner language for
the duration of the program. One-way models serve English learners only but include participation of
former English learners who are continuing after reclassification. Two-way models include English
learners as well as participation of English proficient students learning the partner language.
Regardless of program participation, children's current strengths, skills and experiences are assets that
serve as the foundation upon which new knowledge is built. During the prekindergarten year(s),
multilingual learners can receive the message that they are valuable just as they are, full of ideas,
preferences, and potential. The prekindergarten classroom is where this seed will be planted as teachers
address the unique strengths of both linguistic and cognitive needs of these children.
Children with Disabilities
Under the Individuals with Disabilities Education Act (IDEA), children with disabilities are entitled to a
free appropriate public education (FAPE) in the least restrictive environment (LRE). Children with
disabilities who receive special education services must be provided with opportunities to learn and
make progress in the general education curriculum available to all children, and to the greatest extent
possible, alongside their non-disabled peers to allow all children to reach their full potential. The
Admission, Review, and Dismissal (ARD) committee determines the LRE for children who receive special
education and related services. The LRE is based on the child’s individualized education program (IEP).
Once the ARD committee has identified the child’s strengths and needs, they consider a continuum of
services and supports to ensure the child with a disability has equal access to meaningful participation in
the general education curriculum through the development of the IEP.
Three a
reas have been identified as critical for ensuring a child can meaningfully participate in school
and society. For children with disabilities to be fully included in school and to ultimately achieve a high-
quality of life, they need opportunities to:
• Develop positive social-emotional skills, including enjoying successful social relationships with
peers and adults, expressing emotions, managing self-concepts and self-control, learning about
empathy and the perspective of others, and following rules and expectations.
• Acquire and use knowledge and skills, including early language and communication, thinking and
problem-solving, imitation, use of symbols, and early literacy.
• Use appropriate behaviors to meet their own needs, including adaptive or self-help skills such as
toileting, feeding oneself, and practicing safety.
(Early Childhood Technical Assistance Center (ECTA)
For
children with special needs, expectations for meeting the Texas Prekindergarten Guidelines student
outcomes requires thoughtful consideration by a team, which includes the child’s family and other