Supporting the Special Needs of our Children

Bloomingdale is committed to the premise that with early support, children with special needs can do well in school. The Inclusive Model we developed in 1973 is designed to give these vulnerable children the support they need.

Our inclusive model is built on a powerful idea: give children such a strong foundation of support that when they graduate into elementary school many can succeed and move ahead in general education classrooms.

At Bloomingdale:

• Children with special needs are fully included in the vibrant academic and social life of their early childhood classrooms.
• The Disability Services staff, the Education Director, and the classroom teachers work as a team to understand each child’s needs and in some cases, design a program to ensure their success.
• If a child requires support services, such as Speech therapy, Occupational therapy, or Physical therapy, parents are also supported through the CPSE process. The Committee on Preschool Special Education will evaluate children to determine if they qualify for the above services. The CPSE will provide services if needed. 
• Parents are involved at every step. They gain an understanding of their children’s needs so that they can advocate for their children if they need CPSE services while they are here, and once they leave Bloomingdale.
• Children continue to receive support after they graduate. We help find the best possible setting for each child, and parents become the catalyst for strengthening communication between Bloomingdale and the public school. We become a resource to the child’s new teachers, sharing successful ideas and approaches.
• When children attend new schools in Kindergarten, some of our families maintain their connection with us when they need educational assistance for their child through our Homework Help program.
• Parents have Bloomingdale’s support and we continue to advocate for their children long after their children have left us.