Early Childhood Special Education

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The Aurora R-8 Early Childhood Staff is made up of the following:

2 Early Childhood Instructors, Speech/Language Pathologists, Occupational Therapist, Physical Therapist, Classroom Paraprofessionals, Counselor, Diagnosticians, Program Coordinator and Secretary.

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Settings Available:

Early Childhood Setting: Services may be provided in a group educational experience of similar ages and developmental levels.

Early Childhood Special Education Setting:  Allows young children with significant developmental delays to receive services in a classroom designed for 3, 4, and 5 year olds.

Itinerant Services Outside the Home:  Services may be provided in an elementary school, Head Start Center, community preschool, or daycare.

Home:  Services may be provided in the home dependent upon severity of student needs.

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Early Childhood Special Education is a program provided by the public school system which offers services to preschool children ages 3-5 years of age with significant developmental delays.

Areas of delay may include:  Cognitive Development, Adaptive Behavior Development, Communication Development, Physical Development, and Social/Emotional Development.


ELIGIBILITY:  Children ages 3-5 within the Aurora Public School District may qualify for services which are provided at no cost to families. Eligibility is determined following a multidisciplinary diagnostic evaluation. A child’s development must be significantly delayed in one or more of the following areas: cognitive development; adaptive behavior development; communication development; physical development; social/emotional development.

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If you feel your pre-school aged  child may have a developmental delay, please contact our Special Education Office at 417-678-7742.  We would be happy to visit with you regarding your concerns for your child. 

Services provided include:

Complete Diagnostic Evaluation: parent interview, observations, standardized testing to determine eligibility for the program.

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Early Childhood BELIEF Statements:
  • Young children with disabilities should successfully participate with non-disabled peers in a variety of community and school settings. 
  • All preschool children should have the opportunity to develop relationships and friendships with their peers.
  • Young children with disabilities and their families should experience smooth transitions into new environments within the community and school.
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