Early Childhood Special Education (ECSE)

The Preschool Reception and Diagnostic Services office serves as the central point of entry for all special education referrals for children ages 2-5 who have not yet entered kindergarten. Our team includes an Instructional Compliance Coordinator,  Developmental Diagnostician, Speech and Language Therapists, School Social Workers, Audiologist, and School Psychologist.  When appropriate, the team may also include additional specialized service providers.

The purpose of the Preschool Reception and Diagnostic Services office is to determine if the student’s significant delays are having an impact on their educational performance and meet the criteria of a category of a disability.

When a child is found eligible for special education services, an individualized education program (IEP) is developed to support their learning and academic needs. Special education is specially designed instruction to meet the unique needs of a child with a disability. Specially designed instruction means adapting the content, methodology or delivery of instruction to address the unique needs of the student that result from the child's disability; and to ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children.

Services and placement as well as goals/objectives for learning are addressed in the IEP. Richmond Public Schools Early Childhood Special Education provides a variety of service delivery options to educate children 2-5 years of age who have a delay or disability.

Students found eligible for Early Childhood Special Education(ECSE) services and who will continue to attend a parent privately placed preschool will receive special education through an integrative service delivery model. This model is designed to allow students with special needs to be supported in a community-based classroom. ECSE teachers providing these services work with students within their respective preschool centers and give strategies to classroom personnel.

Self-Contained Classroom:
Children who have more significant needs may receive support in a self-contained classroom, which offers a small teacher-to-student ratio and includes a full-time instructional assistant. All special education and related services are provided within this setting.
Students also have regular opportunities to interact with typically developing peers during recess, meals, assemblies, and scheduled visits to general education preschool classrooms for academic or social experiences.

Preschool Inclusion Classroom:
Some children receive services in inclusive classrooms, where they learn alongside their typically developing peers in RPS Head Start, RPS VPI, or community-based preschool programs.
In these settings, a special education teacher collaborates with the general education teacher to support each child based on their Individualized Education Program (IEP). Both teachers share responsibility for ensuring every child has equal access to classroom learning and activities.

Integrative Services (Community-Based Placement):
Children who are eligible for special education but continue to attend a private or community preschool may receive support through an integrative service delivery model.
In this model, an ECSE teacher works with the child in their regular classroom and provides strategies and support to the classroom staff.