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Step by Step EDU-Play
Programs
1814 14th Street
Santa Monica, California 90404 |
Phone:
(310) 581-0590
Fax: (310) 581-0589 |
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ABOUT US |
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MISSION STATEMENT |
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Step by Step EDU-Play Programs Inc. embraces the vision that,
through collaborative partnerships,
facilitation of intrinsic motivation and
specialized creative programming, children
with disabilities will have the opportunity
to expand their abilities for education, fun
and positive inclusion opportunities within
society. |
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Purpose and Goal of the program |
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To provide comprehensive language based infant, toddler and
preschool development program for young
children and their families. The environment
is designed to maximize community resources
and provide opportunities to learn and play
with typically developing children. We
believe intervention programs and services
are not a means to an end, but a positive
addition to the larger picture of which
appropriate treatment programs, community
activities and family involvement must be
seamlessly integrated. We also believe our
programs and support services can provide
each individual child and family with the
opportunity to reach their full potential.
Family Centered: SBS focuses on the entire family and is flexible in
meeting the changing needs of the family. It
supports and encourages the family to
express their own needs and direct decisions
as to how their needs are met.
Individualized:
The early interventionist designs a plan in
collaboration with the family’s concerns,
priorities and resources as they relate to
the development of their child. It is a
comprehensive approach to each child’s needs
individual needs as identified by the IFSP/IPP/IEP.
We recognize that all children possess their
own unique learning style and personality;
programs are developed to serve each
individual's specific needs in a
developmental and age-appropriate fashion.
Skill acquisition is encouraged through
fostering self-esteem, choice making,
enjoyment of activity and problem solving.
All members of the team work to ensure the
maximum physical, educational and emotional
development of the child.
Developmentally appropriate:
Developmentally appropriate techniques are
taught to assist the family in maximizing
the child’s development (best practices
based on solid child development standards).
Learning is an interactive process which
must relate to the child’s needs, interests,
developmental level and chronological age.
Culturally Sensitive:
The early intervention staff respects values
and appreciates cultural differences which
are reflected in the staff, program
materials and tools of assessment.
Disability Sensitive:
It is characterized by recognition and
acceptance of each child’s abilities, with
knowledge and respect for individual
uniqueness.
Functional & Meaningful:
Services are to be relevant to the child and
his/her family’s needs. Activities and
environments should be balanced to meet the
needs of the child and family.
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Program Components |
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Step By Step’s approach to child development
Step by Step recognizes the value of a
variety of learning theories and principals.
Application of these theories and principles
may be modified to address the distinct
needs of each student. Collaborative
partnerships between our interventionist’s
and the collaborative partners are
essential. Accountability and
follow-through of the goals and objectives
set forth for each learner are evaluated
through on going data collection.
We incorporate a variety of theoretical practices, including
floor time techniques, Relationship
Development Intervention techniques, Picture
Exchange Communication System (PECS),
sign language, visual scheduling, as well as
standard behavior intervention techniques.
Step by Step provides intervention for children with special
needs and their families. Our curriculum is
based on best practices in child development
and applied behavioral techniques including
but not limited to use of positive
behavioral support techniques, visual
scheduling and PEC’s, sign language, with an
emphasis on relationship and play based
intervention techniques.
Details: |
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Tools are developmentally appropriate and
non-biased.
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Tools are respectful and sensitive to the
family’s values.
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Tools are developmentally compatible with
individual children’s interests,
interactions and communication styles.
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Tools are able to accommodate the child’s
sensory and response capabilities.
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Parents are encouraged to participate and
learn to recognize and respond to the
child’s uniqueness in temperament and
interaction
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Attention is paid to learning styles,
positioning, and environmental adaptations
appropriate to the child’s vision, hearing
and motor capabilities.
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The confidences of all families are
respected.
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Families and children’s needs are
continually monitored in order to make
appropriate adjustments to their development
plan. |
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Tools: |
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The Creative Curriculum for Early Childhood,
Infants and Toddlers
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The Hawaii Early Learning Profile (The HELP)
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Kaplan Activity Cards
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An Activity Based Approach to Early
Intervention
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Regional Center Resources
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Infant Development Association Resources
(IDA)
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California
Early Start Resources
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Communication/Language based: Visual
Schedules,
PECS
pictures, Sequencing cards. |
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