Developmental preschool "peer model"

[Coconut36]

Has anyone had their child enrolled in a developmental preschool as a "peer model"? We recently removed my younger son from his preschool (Montessori) because it was just not working out for him. They (the teacher/director) had such issues with him they requested we have him evaluated by experts to determine if he had any disabilities. The issues IMO were not really issues but rather poor classroom management on their part (things like him getting bored with work or not choosing his work consistently). We didn't feel that was the case but did have it done. They found him to be developmentally on track in all areas.

All that said I am trying to find new preschools. Many of the ones I have called based in the public school district we are in are deemed "developmental". They told me they like to have a mix of kids with developmental needs and those that do not. I don't have any experience with them at this point and will tour on Friday but was curious if anyone had experience with their child in an environment like this and any positives/negatives they experienced with it.

 

[Mickey'snewestfan]

I think developmental programs like you describe can be wonderful for kids. You often get highly trained teachers, low student teacher ratios, and individualized curriculum. Plus your child will learn to accept a wide variety of people, and become more empathetic.

I really don't see a downside with the model, although of course I think you should check out the program to make sure it's a good one!

 

[Goofyluver]

My son attended a DD preschool in order to address his developmental delays. In each classroom, there were two typically developing peers.

I also have worked as an SLP in DD preschool programs and love programs that utilize typical peer teaching.

Children have a lot to learn from one another, and it is imperative that children with developmental delays have peer models.

I would encourage you to look, ask questions, and think of the many positive learning opportunities which both your child can provide to others at the center, as well as the ones he will come away with.

I think most parents of typically developing children have reservations about any atypical behavior that their child may learn while at such a center. I promise you, there are no more odd or abnormal behaviors exhibited by developmentally delayed children than there are by children without delays. In fact, most of the typical peer models come away with a sense of understanding and empathy in regards to others and their differences which many adults will never learn.

 

[TwinsinCA]

I promise you, there are no more odd or abnormal behaviors exhibited by developmentally delayed children than there are by children without delays.

I could not possibly disagree more with this statement.

 

[DopeyDame]

We were seriously considering a developmental preschool for DS2.5. He's in speech therapy for language delays, but other than that is developing normally. His SLP really discouraged his attending that school as the "peer model" in DSs case. The SLPs concern was that, since DS would be the model for the most part, he wouldn't have kids further ahead of him developmentally for him to model. (Does that make sense, I'm having a hard time explaining it...) The SLP said he'd rather see him be middle-of-the-road in a preschool with predominantly typical kids so he has some good language models to use.
This was very specific advice for my DS and our situation, so obviously it might not apply in your situation, but thought I'd share that perspecitve.

BTW, DS will now be starting at a Montessori school in September, so hopefully we have better luck there than you did!

 

[Coconut36]

My son attended a DD preschool in order to address his developmental delays. In each classroom, there were two typically developing peers.

I also have worked as an SLP in DD preschool programs and love programs that utilize typical peer teaching.

Children have a lot to learn from one another, and it is imperative that children with developmental delays have peer models.

I would encourage you to look, ask questions, and think of the many positive learning opportunities which both your child can provide to others at the center, as well as the ones he will come away with.

I think most parents of typically developing children have reservations about any atypical behavior that their child may learn while at such a center. I promise you, there are no more odd or abnormal behaviors exhibited by developmentally delayed children than there are by children without delays. In fact, most of the typical peer models come away with a sense of understanding and empathy in regards to others and their differences which many adults will never learn.

Thanks for the info! I totally get what you are saying about behaviors in a "typical" setting as well. The things they can pick up from each other!

I am curious..my son is a very laid back kind of kid..if he thinks he can get someone to do something for him he will do it and he for lack of better way to describe it will put forth only as much effort as he has to for some things..he is very bright and quite advanced but doesn't have a strong sense of "I will do it myself" (one of the things that bothered his first school so much but when assessed he was developmentally on track)

I want a strong educational model for him..in the developmental schools I am assuming they will not let him get away with that "eh" attitude right? I want him to be in an environment that will really motivate him and Montessori was not doing it.

 

[sparklynails23]

If your son has poor classroom behavior or focus already, I'm not sure that would be the right classroom for him.

 

[Coconut36]

I could not possibly disagree more with this statement.

Are you a teacher?

 

[Coconut36]

If your son has poor classroom behavior or focus already, I'm not sure that would be the right classroom for him.

That's where I struggle with it. He wasn't a behavior issue but he didn't fit the Montessori "mold" in regards to his attitude and approach to things. Montessori doesn't lend itself to working "outside the box" at all. It is one way and one way only and the Director of the school was particularly rigid in that regard.

That said I see another side of it where in a developmental preschool they would be more focused on addressing things like behavior issues or focus issues vs a traditional preschool as they are trying to build skills like these in the children with developmental delays.

 

[Familyof4lovesDW]

My DD was a developmental peer role model or also know as a typical student for her two years of preschool. I have nothing to say bad about it. She loved it.

A few of the benefits were:
that they can only have up to 12 children in the class with 2 teachers, so there is a good student to teacher ratio,

when any of the specialist would come, such as the ot, speech, etc, they would do activities with the whole class, so even though DD did not qualify for those specific services, she would get activites to enchance those specific areas (children who qualified for the services would get small group and/or individual time also).

Because the school part of the school system, she was taught what she needed to know to go into K, since they knew what the school system was looking for.

They also had extra teacher aides who were floaters, that could help if a specific child in the class needed more attention, so the other 2 teachers could work with the rest of the class.

If a suspected delay was noted from the old program, I am sure you have already discussed it with the director, so they will monitor any concerns you may have.

I cannot beleive there are openings in your area. Our classes have registration in March and fill up very quickly with role model students.

Our program is a morning or afternoon program 4 days a week. One of the reasons that our program is so popular is the price for the role model students, as children who qualify for the program do not have to pay, which does vary from city to city.

I had one child who qualified and one who was a role model. Sorry I had a long response, I hope it was helpful.

 

[Uptown Girl]

Thanks for the info! I totally get what you are saying about behaviors in a "typical" setting as well. The things they can pick up from each other!

I am curious..my son is a very laid back kind of kid..if he thinks he can get someone to do something for him he will do it and he for lack of better way to describe it will put forth only as much effort as he has to for some things..he is very bright and quite advanced but doesn't have a strong sense of "I will do it myself" (one of the things that bothered his first school so much but when assessed he was developmentally on track)

I want a strong educational model for him..in the developmental schools I am assuming they will not let him get away with that "eh" attitude right? I want him to be in an environment that will really motivate him and Montessori was not doing it.

Montessori would be the exact opposite type of school I would put a child like this into. It is very much a program of self-direction. Also, it's preschool, it's a time for them to learn to sit next to other kids and not poke them in the eye and pick their noses. It's not a time for them to pick apart Einsteins theory of relativity.

 

[Goofyluver]

Thanks for the info! I totally get what you are saying about behaviors in a "typical" setting as well. The things they can pick up from each other!

I am curious..my son is a very laid back kind of kid..if he thinks he can get someone to do something for him he will do it and he for lack of better way to describe it will put forth only as much effort as he has to for some things..he is very bright and quite advanced but doesn't have a strong sense of "I will do it myself" (one of the things that bothered his first school so much but when assessed he was developmentally on track)

I want a strong educational model for him..in the developmental schools I am assuming they will not let him get away with that "eh" attitude right? I want him to be in an environment that will really motivate him and Montessori was not doing it.

I'm so glad you understood what I meant by comparing behaviors amongst both typical and atyically developing kids.

The goals of these DD preschools include increased independence as well as furthering developmental progress in all developmental areas. In other words, they try to get the kids to achieve their highest potential in all areas, whether that be self-care or any other developmental tasks, be it physical or cognitive. So, in general, the "I'll just let you do it for me" attitude isn't accepted, if you know what I mean.

DD preschool programs aren't for everyone. It's quite a decision to be made by all families, whether their children are typically developing or not.

I think you seem to have a good grasp on your son, and I hope you weigh your options and see the positives that can come to him by his participation in the program, as well as the teaching he can do for others.

 

[Coconut36]

We were seriously considering a developmental preschool for DS2.5. He's in speech therapy for language delays, but other than that is developing normally. His SLP really discouraged his attending that school as the "peer model" in DSs case. The SLPs concern was that, since DS would be the model for the most part, he wouldn't have kids further ahead of him developmentally for him to model. (Does that make sense, I'm having a hard time explaining it...) The SLP said he'd rather see him be middle-of-the-road in a preschool with predominantly typical kids so he has some good language models to use.
This was very specific advice for my DS and our situation, so obviously it might not apply in your situation, but thought I'd share that perspecitve.

BTW, DS will now be starting at a Montessori school in September, so hopefully we have better luck there than you did!

Just curious if the SLP had any input on Montessori for a child with a speech delay. I find very mixed feelings from the "experts" in regards to Montessori. The classroom environment in our experience did not lend itself to dialogue or speaking opportunities. It was some social/talking time during circle time but after that children were expected to quietly with minimal talking to go pick a work, complete the work, have it reviewed and put it away. So in a 2 1/2 hour day there was maybe a 1/2 hour or so of time where speaking was encouraged.

Montessori can be varied as well..anyone can call themselves "Montessori" but how they implement (or if they implement) Montessori can vary greatly. The school we removed him from was previously owned by someone else. I really loved the environment then (it was NOT as I described it above). It was bought and run by a new person..who was very rigid in how they implemented Montessori learning and when my youngest attended it was what I described above.

 

[Coconut36]

Montessori would be the exact opposite type of school I would put a child like this into. It is very much a program of self-direction. Also, it's preschool, it's a time for them to learn to sit next to other kids and not poke them in the eye and pick their noses. It's not a time for them to pick apart Einsteins theory of relativity.

Exactly..after a lot of stress for him, for them and for us we finally all figured that out. The Director had that strong "Montessori is for everyone" attitude but really it isn't and instead of him saying "no really it isn't a good fit" he instead basically said "there is something wrong with your child". It was a poor fit for a laid back kid like mine and that didn't mean he had developmental delays as they implied.

The school changed a lot between my first son attending and my 2nd son attending and while I did tour it prior to enrolling him the extent of the changes were not evident until he had spent significant time there.

 

[Coconut36]

I'm so glad you understood what I meant by comparing behaviors amongst both typical and atyically developing kids.

The goals of these DD preschools include increased independence as well as furthering developmental progress in all developmental areas. In other words, they try to get the kids to achieve their highest potential in all areas, whether that be self-care or any other developmental tasks, be it physical or cognitive. So, in general, the "I'll just let you do it for me" attitude isn't accepted, if you know what I mean.

DD preschool programs aren't for everyone. It's quite a decision to be made by all families, whether their children are typically developing or not.

I think you seem to have a good grasp on your son, and I hope you weigh your options and see the positives that can come to him by his participation in the program, as well as the teaching he can do for others.

The bold is really important to me so that is good to know. I kind of felt that was likely to be the case as my understanding was the purpose of such a preschool would be to help children be independent and able to succeed regardless of them being atypical or typical and that they would be less likely to tolerate such behavior and to address it vs letting him get away with it but I wasn't certain.

I can say we have had him out of preschool for about a month now as we reached a boiling point prior to his assessment and I wanted him out. In the time he has been out he has really really opened up and blossomed that much more. I feel he was being stifled and stressed at his old school and that everything they did or wanted was counter productive to his personality and thus he responded poorly to it.

 

[DopeyDame]

Just curious if the SLP had any input on Montessori for a child with a speech delay. I find very mixed feelings from the "experts" in regards to Montessori. The classroom environment in our experience did not lend itself to dialogue or speaking opportunities. It was some social/talking time during circle time but after that children were expected to quietly with minimal talking to go pick a work, complete the work, have it reviewed and put it away. So in a 2 1/2 hour day there was maybe a 1/2 hour or so of time where speaking was encouraged.

Montessori can be varied as well..anyone can call themselves "Montessori" but how they implement (or if they implement) Montessori can vary greatly. The school we removed him from was previously owned by someone else. I really loved the environment then (it was NOT as I described it above). It was bought and run by a new person..who was very rigid in how they implemented Montessori learning and when my youngest attended it was what I described above.

DS is very "self-directed" as the SLP likes to say, and pretty much the opposite of a laid-back kid. His SLP thought this particular montessori school would be a good fit for him, as he'd be able to excel in his strong areas even if his speaking skills aren't totally up-to-expectations. The director of his soon-to-be-school seemed really confident in their ability to work with DS on his language skills and pointed to a lot of the phoenics/sound/language activities they do as being really helpful. For both his strengths and weaknesses, it seemed like a good fit since he'd be able to work at his own pace and they can meet him where he is with that particular skill, rather than all of the kids doing the same work at the same level. Hopefully it all works out!
Like you said, each school is different. We have 2 Mont schools in our area, and we're going to the more "touchy-feely" of the two. The other one sounds more like the school you pulled your son out of - much more strict and rigid. For whatever its worth, the SLP said in general he has some big concerns about Mont for grade school for all kids, regardless of their tempermant. I figure we'll just cross that bridge when we get to it!

I hope both our boys end up somewhere that's a great fit for them!

 

[TwinsinCA]

Are you a teacher?

I work in a special ed classroom (grades 1-3).

We are the class that the kids in the district preschool program move into if they aren't mainstreamed.

 

[Goofyluver]

Exactly..after a lot of stress for him, for them and for us we finally all figured that out. The Director had that strong "Montessori is for everyone" attitude but really it isn't and instead of him saying "no really it isn't a good fit" he instead basically said "there is something wrong with your child". It was a poor fit for a laid back kid like mine and that didn't mean he had developmental delays as they implied.

The school changed a lot between my first son attending and my 2nd son attending and while I did tour it prior to enrolling him the extent of the changes were not evident until he had spent significant time there.

That's one of the other positives of these programs. The amount of structure required to educate children with developmental delays is generally greater than that of a typical classroom.

In addition, these classrooms are typically language-rich and task-oriented. As someone mentioned above, all developmental areas are targeted, so there are usually very focused activities to target all skills, whether that be language or cognitive skills, or even different motor skills. You may have an SLP come in to the classroom several times a week to run language groups for the children.

Get a copy of the center's schedule and ask what each activity targets. You'll notice a great deal of structure and goal-specific tasks.

 

[Coconut36]

My DD was a developmental peer role model or also know as a typical student for her two years of preschool. I have nothing to say bad about it. She loved it.

A few of the benefits were:
that they can only have up to 12 children in the class with 2 teachers, so there is a good student to teacher ratio,

when any of the specialist would come, such as the ot, speech, etc, they would do activities with the whole class, so even though DD did not qualify for those specific services, she would get activites to enchance those specific areas (children who qualified for the services would get small group and/or individual time also).

Because the school part of the school system, she was taught what she needed to know to go into K, since they knew what the school system was looking for.

They also had extra teacher aides who were floaters, that could help if a specific child in the class needed more attention, so the other 2 teachers could work with the rest of the class.

If a suspected delay was noted from the old program, I am sure you have already discussed it with the director, so they will monitor any concerns you may have.

I cannot beleive there are openings in your area. Our classes have registration in March and fill up very quickly with role model students.

Our program is a morning or afternoon program 4 days a week. One of the reasons that our program is so popular is the price for the role model students, as children who qualify for the program do not have to pay, which does vary from city to city.

I had one child who qualified and one who was a role model. Sorry I had a long response, I hope it was helpful.

That all sounds really great and thank you for sharing your story! Ours is also district based so I am sure it likely does similar things to prepare them for K within the district.

When we had his assessment I was told this time of year can be a bit transitional as people sometimes wait for the break to move or change schools. In our case it sounds like there were some changes like that so I happened to luck out timing wise. Another day and I could have missed it. Here it isn't free for the peer models but the tuition is extremely reasonable.

 

[Goofyluver]

I work in a special ed classroom (grades 1-3).

We are the class that the kids in the district preschool program move into if they aren't mainstreamed.

Are you a teacher in the classroom?

In my school district, these are called Life Skills classrooms. This is very different from the DD preschool classrooms.

My point above is not that you won't see any atypical behaviors in children that are developmentally delayed, but that they have no more inappropriate behaviors than do typically developing children.

Many parents considering placing their child into a DD preschool program have concerns that their child will come away doing something completely off the wall, or that their behavior will decline in some way. This isn't true. Kids will learn inappropriate behaviors regardless of the developmental level of the children that they are surrounded by.

I'm hoping that you're not disagreeing with me in order to discourage the OP from researching the DD preschool in her district, or that you're not implying that there's some sort of danger that her child will begin learning inappropriate behaviors from the kids at the preschool.