Autism-Friendly Preschool
Choosing the right preschool for a child with autism is a significant decision that can shape their early developmental experiences. At Next Step Southwest we focus on creating a supportive environment that fosters growth, communication, and social skills. With the support of their one-on-one therapist, children participate in a classroom setting with non-disabled peers in St. Dominic Savio Academy’s (SDSA) inclusive preschool.
“At Next Step, we were able to relate autism to something positive. It literally changed our lives. We would not be where we are today without the team at Next Step.”
– former parent of a child enrolled in our preschool
Our Preschool Offers
TAILORED CURRICULUM FOR DIVERSE LEARNERS
We prioritize individualized learning plans, adapting curricula to meet the unique needs of each child. This tailored approach ensures that children receive targeted support in areas such as communication, sensory processing, and social interaction.
EXPERIENCED AND TRAINED EDUCATORS
Our school employs teachers and staff with specialized training in autism spectrum disorders, creating an environment where understanding and support are at the forefront of early education.
STRUCTURED AND PREDICTABLE ROUTINES
Consistency is key. We create structured routines to provide a sense of predictability for children. Establishing a routine helps children with autism feel secure, promoting a positive learning environment and reducing anxiety.
SMALL CLASS SIZES FOR PERSONALIZED ATTENTION
Keeping class sizes small allows for more individualized attention, fostering a supportive teacher-child relationship. This personalized approach enables educators to address specific challenges, celebrate achievements, and create a positive foundation for learning.
INCLUSIVE SOCIALIZATION OPPORTUNITIES
Through structured activities and play, children with autism can develop social skills, build friendships, and learn to navigate social interactions in a comfortable setting.
SENSORY-FRIENDLY ENVIRONMENTS
Recognizing the sensory sensitivities often associated with autism includes considerations for lighting, noise levels, and the availability of calming spaces to ensure a comfortable and inclusive atmosphere.
Diversity and IncLusion
DIVERSE AND INCLUSIVE CURRICULA
At Next Step Southwest we prioritize curricula that celebrate diversity and cater to the individual needs of all learners. With a commitment to inclusion, create a learning environment that honors the unique strengths and abilities of children on the autism spectrum. Our model of inclusion is designed to teach and support every student in the classroom: children with autism from Next Step, children of SDSA staff members, and children from the greater community.
PEER MODELING AND SOCIAL INTEGRATION
We promote social integration by incorporating a peer modeling approach. This allows children with autism to learn and engage in social interactions alongside their neurotypical peers, fostering a sense of belonging and promoting mutual understanding.
ADAPTIVE COMMUNICATION STRATEGIES
Communication is a key focus in our inclusive preschool program, with educators employing adaptive strategies to ensure effective communication for all children. This may include visual supports, augmentative communication devices, and a range of tools tailored to individual needs.
INCLUSIVE SOCIALIZATION OPPORTUNITIES
Through structured activities and play, children with autism can develop social skills, build friendships, and learn to navigate social interactions in a comfortable setting.
PROMOTING EMOTIONAL REGULATION
Recognizing the importance of emotional regulation we provide resources and strategies to help children manage emotions. This inclusive approach creates a supportive atmosphere where children feel empowered to express themselves and navigate social interactions.
BENEFITS FOR PARENTS
COLLABORATION AMONG PROFESSIONALS
Your child will work with members of our highly qualified staff as they provide play-based therapy techniques using developmentally appropriate toys, games and materials.
NAVIGATING EDUCATIONAL RESOURCES
Parents benefit from accessing educational resources that provide information on autism, early intervention strategies, and community support. Understanding the available resources is key to making informed decisions for a child’s development.
FAMILY-CENTERED APPROACH
Early intervention is most effective when it involves families. Empowering parents and caregivers with the knowledge and skills to support their child’s development at home ensures a consistent and nurturing environment.
Enroll Now
With onsite access to an inclusive preschool classroom, children in Next Step have all the tools they need to ensure they can thrive in the least restrictive academic environment. Clients will be able to work on their individualized programming while having the benefit of a peer model in the preschool environment. Contact us today to learn more about our clinic and preschool.
Resources
Early Intervention – Empirical Support:
- Fenske, E., Zalenski, S., Krantz, P., & Mcclannahan, L. (n.d.). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 49-58.
- Howard, J., Sparkman, C., Cohen, H., Green, G., & Stanislaw, H. (n.d.). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 359-383.
- Lovaas, O. (n.d.). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 3-9.
- McEachin, J., Smith, T., & Lovaas, I. (1993). Long-Term Outcomes for Children With Autism Who Received Early Intensive Behavioral Treatment. American Journal on Mental Retardation, 97(4), 359-372.
- Remington, B., Hastings, R., Kovshoff, H., Espinosa, F., Jahr, E., Brown, T., Ward, N. (n.d.). Early Intensive Behavioral Intervention: Outcomes for Children With Autism and Their Parents After Two Years. American Journal on Mental Retardation Am J Ment Retard, 418-418.
- Sallows, G., & Graupner, T. (n.d.). Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation Am J Mental Retard, 417-417.
- Helt, M., Kelley, E., Kinsbourne, M., Pandey, J., Boorstein, H., Herbert, M., & Fein, D. (2008). Can Children with Autism Recover? If So, How? Neuropsychol Rev Neuropsychology Review, 339-366.
Pivotal Response Treatment – Empirical Support:
- Koegel, L., Koegel, R., Shoshan, Y., & Mcnerney, E. (1999). Pivotal Response Intervention II: Preliminary Long-Term Outcome Data. Res Prac Pers Severe Dis Research and Practice for Persons with Severe Disabilities, 186-198.
- Voos, A., Pelphrey, K., Tirrell, J., Bolling, D., Wyk, B., Kaiser, M., Ventola, P. (2012). Neural Mechanisms of Improvements in Social Motivation After Pivotal Response Treatment: Two Case Studies. J Autism Dev Disord Journal of Autism and Developmental Disorders, 1-10.
Video Resources:
Kind Words
“I am finally living the life I have always dreamed. I have a life watching my son be happy, make friends and enjoy life. I can’t believe kindergarten is over and he now reads me books. He also no longer cries at school. All the teachers and even the nurse love him. They said he has the cutest personality, which I of course agree. 🙂 I want you to know we think of you often and will never forget that you gave our son back to us.”
Mother of a son who started treatment at age 2.5
“You have played such a key role in our son’s programs and success. Just like you said, you know where we are going and the plan ahead for him. I have trusted your judgment since the first day I met you, and am confident in your skills to help him and many other ASD children; you have proven it to me over and over.”
Mother of a child who started treatment at age 2
“The staff really knew who my son was and saw all the beauty in him. Once he started Next Step and got the support he needed, that’s when he had a chance to believe in himself and know that he was understood and capable of things.”
Mother of a child who started treatment at age 4
“A minority of individuals diagnosed with autism have been able to achieve normal educational and intellectual functioning by age 7.”
– Dr. O Ivar Lovaas
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