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Quinton Elementary spotlights inclusive special-education program and preschool inclusion
Summary
Quinton Elementary staff presented the school’s layered special-education supports and an expanding preschool inclusion model, describing classrooms, related services and plans to add capacity next year.
Quinton Elementary teachers described the school’s layered special-education program and its focus on inclusion at the New Kent County School Board meeting Monday.
The presentation, led by special-education teacher Katie Block, outlined services that span early-childhood special education (3Ks), two academic-support classrooms for students with the highest needs, and 14 general-education K–5 classrooms that serve students with disabilities alongside their peers. “Inclusion gives all students access to the same spaces, learning opportunities, and experiences regardless of their differences,” Block said.
The nut graf: school staff told the board Quinton serves 89 students with disabilities, about 16 percent of the school population, and uses a continuum of settings and related services so students can participate in general-education activities when appropriate.
Block and colleagues described supports used across the school: small pull-out groups for individualized education program (IEP) goals, co-teaching and accommodations inside general classrooms, augmentative and alternative communication (AAC) devices, flexible seating and communication boards, and related services including speech, occupational and physical therapy. Preschool special-education teacher Lauren Burkett said general-education preschool peers both model play and communication skills and learn acceptance early; Burkett noted roughly half the preschool classroom’s students have disabilities and all are included in the general curriculum.
Teachers described two academic support (ASU) classrooms that accept students zoned to other schools because they require heavy curriculum modifications and additional behavioral/communication supports. Staff said most ASC students use AAC devices and that students in grades 3–5 in these classrooms follow the state’s alternate assessment and are on track for an applied studies diploma where applicable.
School staff said instructional assistants and related-service providers are central to the model, providing instruction, safety and individualized adaptations across settings. The presenters also noted Quinton plans to add one special-education preschool classroom and one additional academic support classroom next school year to address a growing population of students with disabilities.
Board members rose to recognize the staff and students; Superintendent Dr. Nichols framed the presentation as part of the district’s broader April observances, including Autism Acceptance Month.
The presentation included a short video of a morning meeting intended to show how adults in the room support varying needs and how students are incorporated into activities regardless of ability. Staff closed by thanking the board for its support and asking the division to continue prioritizing services that enable inclusion.
