Early Intervention (Ages 3-5)

EARLY INTERVENTION

The Marin County Office of Education (MCOE) offers a variety of learning experiences for preschool-aged children who require special education services. Children three to four (3 to 4) years old and not yet age-eligible to attend transitional kindergarten can receive instruction geared to their individual needs. Special day classes, small group instruction, specialized services for young children on the autism spectrum, programs that build mobility skills, and remedial speech and language instruction are among the many services available. Individualized Education Programs (IEPs) are developed for each student based on assessment by a team that includes the child’s parents or caregivers, a private school teacher if applicable, a representative from the child's school district of residence, and the MCOE teachers, specialists, and administrators.

EARLY INTERVENTION PROGRAMS

The Early Intervention Program offers a variety of service delivery models, including:

Non-Intensive Services:

Non-Intensive-Plus Services:

Provides small group instruction two or more times per week for students who have more than one area of developmental delay. Based on assessed student needs, services are provided by credentialed Early Childhood special education teachers, licensed and/or credentialed speech and language therapists, occupational therapists, and vision or hearing specialists. Services are located in central Marin County.

Special Day Classes (SDC):

Students receive services four to five (4 to 5) days per week due to significant delays in one or more areas of development. Students attending these classes have access to specialized instruction and activities due to significant language impairments, intellectual disabilities, or autism. The MCOE operates Special Day Class programs for students with mild to moderate or extensive support needs.

Mild to Moderate SDC:

These classes comprise approximately eight to ten (8 to 10) students who attend school four to five (4 to 5) days per week, 2.5 hours per day. Students placed in this program tend to have needs in the area of speech and language but may also exhibit delays in physical, social, and adaptive behaviors. Age-appropriate instruction is provided by one credentialed teacher with the assistance of one paraeducator, utilizing the California Preschool Learning Foundations and thematic instructional units that are rich with both language and printed text. Speech and language therapy, as well as occupational therapy services, are integrated into the program.

Extensive Support Needs SDC:

These classes comprise approximately eight to ten (8 to 10) students who attend school five (5) days per week, four hours per day. Students placed in this program all have global developmental delays and require direct instruction in all areas, which one credentialed teacher provides with the assistance of two paraeducators. Students frequently have physical and medical challenges which require the addition of specialized health care. Speech and language therapy and occupational therapy services are integrated into the program.

Autistic SDC:

These classes comprise approximately eight to ten (8 to 10) students who attend school five (5) days per week, four (4) hours per day. Although not required, most students in these classes are eligible for special education services due to autism. These students typically have needs in language, sensory regulation, and social relationships, which are addressed by one credentialed teacher with the assistance of two classroom paraeducators. Teachers utilize a variety of structured teaching approaches and methodologies depending on student needs. These may include Discrete Trial Training (DTT) or repeated discrete trials for skill mastery, TEACCH or using visual cues to teach skills, Picture Exchange System (PECS) or augmentative communication systems, Social Communication, Emotional Regulation, and Transactional Support (SCERTS Model), or Links to Language, a highly structured and sequenced program for children functioning at a preverbal level. Speech and language therapy, occupational therapy, and psychological/behavioral support are integrated into the program.