Center's goal as an Early Intervention and Preschool program
for children ages birth to five is to provide the highest
quality of service to all children, with and without special
needs, in an integrated and natural setting where all
children share the same learning environment.
Center offers a wide variety of diverse services through
an experienced, licensed and/or certified staff including
special education and early childhood educators, speech
pathologists, physical therapists, occupational therapists,
psychologists, nurses, Early Intervention service coordinators
and assistive technology providers.
Early Intervention Program
Early Intervention services respond to overall family needs
and priorities that are set by the families themselves and
approved by the child's County Early Intervention Program.
The constellation of services that each child will receive
reflects that individual child and his/her family's needs.
Birth to three, services are family centered and family
driven and include options such as home based and center
based visits as well as integrated developmental toddler
The Early Intervention
Program (EIP) is a public program for infants and toddlers
with special needs. Children with diagnosed conditions
that lead to developmental delays are eligible for the
EIP. Children with no diagnosis who have delays in development
may be eligible for the EIP if their delays are serious
have concerns about their child's development, they can
call their county Early Intervention Program to ask for
Ontario County - 396-4439
Seneca County - 539-1930
If a child
is found to be eligible for services by someone approved
to perform this evaluation, parents, county staff,
and other team members will make a plan to help the
child and family.
intervention services authorized by the county are
provided at no cost to parents. The county will arrange
for the services to be provided and will choose the
provider based on the needs of the child and family.
health insurance may be used to cover some of the
costs. All other costs for EIP services are paid for
by the county and New York State.
intervention services are provided where it's best
for the child - in places such as the child's home,
day care, or other community settings. The EIP covers
the cost of early intervention services only. The
EIP does not pay for day care or other fees charged
by community settings.
Children's Center is approved by New York State to provide
the following early intervention services:
For more information
contact: Sara Scileppi, Coordinator of Early Intervention
at (315) 331-2086, ext. 271, Sara.Scileppi@waynearc.org
program focuses on providing a rich and varied learning
experience in which each child can experience success.
We anticipate, whenever possible, that the children who
have special needs will gain in skill development through
their interactions with typical children and typical children
will develop positive attitudes of caring, friendship
and understanding, while the group as a whole will experience
many exciting and innovative preschool activities. We
will work toward the development of a positive self-concept
and self-reliance and independence within each child's
If a parent
is concerned about their child's development they can
contact their school district Committee on Preschool Special
Education (CPSE) who will arrange for an evaluation. If
the child is determined to be eligible for services the
CPSE will determine the type of service and will, with
parent approval, arrange for a provider.
Program provides the following services:
and half day classes
programs for typically developing children
a wide range of options for children diagnosed with Autistic
Spectrum Disorders and their families. We provide a family
centered approach that will meet the unique needs of each
child and their family. Services can be delivered at home,
daycare or at our center in Newark. A combination of home/daycare
and center based services is also offered.
Behavioral Analysis (ABA) - This program is run in consultation
with the Strong Center for Developmental Disabilities
and Education of Autistic and Related Communication
Handicapped Children (TEACCH)
team collaboration in the assessment of abilities, development
of goals and in program planning. Parents are an integral
part of the team. A holistic view of each child is taken
as various disciplines join together to plan effective
programs for individual children.
Technology is any item, piece of equipment, product, or
system, whether acquired commercially off the shelf, modified,
or customized that is used to increase, maintain, or improve
the functional capabilities of children with disabilities."
(-IDEA PL 105-17)
as an Assistive Technology Team is to evaluate, facilitate
and implement Assistive Technology into the home, classroom
and community for successful education, interaction and
library of devices
and consultations provided to preschool and school age
students based on their IEP
for staff and parents
For more information
contact Tina Kiss, Assistive Technology Coordinator at
(315) 331-2086, ext. 125, Tina.Kiss@waynearc.org.
Children's Center (RCC) recognizes the unique needs
of Deaf/Hard-of-Hearing (HOH) children and their families.
When a child is born with significant hearing loss,
it often leads to a range of emotions and questions.
Our Deaf/HOH specialist works closely with the families
of Deaf/HOH children to answer questions, provide
information, and counsel the family. From the moment
of the initial diagnosis of hearing loss, RCC provides
ongoing training and support for the family, as well
as the child, across a variety of areas.
for our Deaf/HOH students is that they will have the same
access to education that hearing peers have; that Deaf/HOH
children will be literate, will learn to read and write
comparable to their hearing peers, and will integrate
successfully into a hearing world.
We work to
achieve our vision through the use of cued speech.
allows family and educators to use their native language
speech is not a language, our program does not require
the family to learn a new language.
is a visual system that used eight hand shapes and four
vowel placements to represent the sounds of the family's
is learned in a short amount of time, allowing the family
to quickly begin presenting a complete language model
to their child!
with English instruction, accessible through cued speech,
learn to read, write and socialize the same way as their
Within our "Seeing
Sounds" classroom program, language is presented through
both visual and auditory means, in an integrated setting.
Deaf/HOH children learn the same information as hearing
children at the same time!