Preschool Model in an Institutional Setting

Abstract

This paper describes the development over a three year period of a pre-school in an institution for the intellectually handicapped. Most of the children attending are residents, but some are day pupils. We discuss the progress of both in relation to the overall objectives: to create a happy, secure environment where learning can best occur, to develop each personality academically and socially, and to work towards integration into normal society.

Against the well-known disadvantages of an institutionalized setting, the length of time available (six hours, five days a week) has allowed considerable extension of the model offered by a university research programme in early intervention. Within this framework we discuss techniques for the establishment of appropriate learning behaviours, and the introduction and effects of Direct Instruction Programmes.

The pre-school provides both group and individual programmes through carefully structured classroom management involving teacher, aides, volunteers and where possible, parents. The rate of progress has already allowed the introduction of part-time integration and full time integration of our first two pupils will be achieved in 1982.