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We have met many parents in class. We will have an informal meeting to go over their
Individual Family Service Plan (IFSP). We share our observations with them.
"What do you want your child to work on during preschool and how can we support your goals?"
We try to support what is going on at home, by getting some information from the family.
That always helps. We just blend it in to what we are doing in class. It might be something
at the snack table with eating, or putting toys away, and that is part of our transitioning.
We help them with whatever it is that they're working on, and it's a natural part of our
daily activities. We put the family service plan goals in our regular curriculum.
I think it happens day-to-day in the environment versus in a more trained or therapeutic program
where it is specially, like, "Right now we're going to work on this, and now we're going
to work on that, and now we're going to work on this." In our program planned activities
just happen naturally. For example, today's snack is pouring, or trying a new food, or
counting, or tearing or whatever you're doing. It happens throughout the day with all of
the children in the classroom, not just with one child. "Oh, I see you need to work on
this, and you need to work on that, so we're going to come and work on this together."
We work on it together as a group and try to build it into a natural play environment
for them.
That is what I was going to say. I think the thing that just naturally happens is, say
there is a specific strategy that a child is working on, say, cutting or maybe an Occupational
Therapy skill of some kind, and, low and behold, that child is working on that, and there will
be multiple children who will come over and maybe it will be something that will help
that child as much as it is helping the other child who has the Individual Family Service Plan (IFSP).