Our mission is to empower children and adults with developmental disabilities to achieve their potential based on personal choices, abilities and interests...

For more information about our Early Childhood Services please contact:

Fran Porcaro
Director of Educational Services
phone
(914) 327-3227
ext. 106
fporcaro@
westchesterarc.org

The Children's School for Early Development
40 Saw Mill River Road
Hawthorne, NY 10532

Westchester Arc
Herbert Katzenberg Center
121 Westmoreland Avenue
White Plains, NY 10606
(914) 949-9300
info@westchesterarc.org

24-hour
Crisis Intervention:
(914) 949-8200

Información en Español


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Pre-School “Mini-Days” Guide Informed Choices

Observing children in a natural setting helps specialists determine an appropriate pre-school program.

Over the years, Westchester Arc’s Children’s School for Early Development has expanded its services to meet the growing needs of pre-schoolers with disabilities and their families. One area that has experienced a major evolution is the school’s screening and observation process.

“Families have a lot more choices now,” notes Ann-Marie Sabrsula, a developmental psychology consultant at The Children’s School. “The pre-school, in itself, operates 21 classes throughout the county, and each one is different. The goal of our screening and observation process is to help families find the right environment for a child to excel.”

During the last five years, the process for selecting the appropriate pre-school class has seen many changes. Previously, families would choose their own class, but sometimes, it didn’t prove to be the right fit and they’d have to begin the lengthy process all over again—ultimately delaying their child’s progress.

Now parents make an appointment at The Children's School headquarters in Hawthorne, New York, where specialists—including a social worker, psychologist and speech therapist—guide families through a “mini-day” at the pre-school. Children are observed in groups of four as they participate in story time, play dough sculpture and other activities. Staff address any questions or concerns parents may have.

“We learn a lot from this process,” continues Ann-Marie. “It indicates how children socialize with classmates, what their behavior patterns are, if they are capable of transitioning from their parents to a classroom setting. That really helps us make more informed decisions. Placements are more accurate and the percentage of unsatisfied families has decreased.”