Early Childhood

Our Early Childhood section provides quality educational and social experiences for all developmentally challenged students from 3 to 7 years. Emphasis is placed on fostering language and communication skills through a total communication approach. The learning process is facilitated through a variety of approaches, such as direct instruction, play-based context, inquiry based, or discovery learning opportunities.

Students within this program have the opportunity to participate in integrated activities with typical youngsters. The environment offers a full spectrum of learning experiences from teacher-directed to child-initiated activities. Such activities include field trips, classroom projects, special events and more. Specialized equipment is provided to offer students the opportunity to be full and active participants of their classrooms. The structure and variety of offerings helps to stimulate children’s learning and serves to meet their physical, social, cognitive, and emotional needs.

Early Intensive Behavioral Intervention (EIBI)

The ACES Early Intensive Behavioral Intervention Program serves children with Autism and other Developmental Disorders and is based in the science of Applied Behavior Analysis (ABA). Program implementation is provided through a transdisciplinary team adhering to the principle of evidence-based decision making and best practice procedures with instructional teams led by a Board Certified Behavior Analyst (BCBA) and a Connecticut state-certified Special Education Teacher.

ACES EIBI uses a highly structured approach to teaching based on well-studied principals of human learning and designed primarily for young children (ranging from three to 12 years of age) whose clinical diagnoses fall along the autism spectrum and/or who present significant behavioral challenges. This science-based, comprehensive approach is supported by decades of research showing substantial success with children with Autism and other Developmental Disorders. Instructional teams within the program work with parents, families, and districts in providing the ACES EIBI students the best hope of developing to their fullest potential.

Village Elementary/Middle

This program services children between the ages of 7 – 14 years. In addition to its academic mission, the program focuses on fostering independence through authentic learning opportunities within the classroom environments and the community. Using the whole child approach, transdisciplinary teams of professionals provide collaborative services that emphasize the academic, linguistic, and social development of students to meet their individual needs. After objectively identifying students’ strengths, individualized educational programs are designed, capitalizing on those strengths to produce optimal educational experiences.

Professionals use a wide range of curricular materials and designs to address our varied learners. Total communication approaches and assistive technology are integrated into the students’ educational experiences. Instruction may be delivered individually or in small groups, depending on students’ learning style.

Both formal and informal means are used to keep abreast of students’ needs. For example, team meetings and scheduled casings are held so that staff can share ideas, resources, and techniques, as well as current medical, educational, and social histories. Parent conferences, daily communication notebooks, newsletters, and workshops are other ways through which staff communicate with families.

Related Services

Transdisiplinary teams comprised of a full complement of therapists provide services to the students. Related services available include speech, physical, and occupational therapies as well as social work, nursing, and behavioral services. A collaborative approach is utilized to develop skills in these areas, which allows students greater access and participation within their environments.

Service delivery models may range from individual to group work at the discretion of the therapists, educational team, and evaluation. This is in keeping with our philosophy that therapy is a service, not constrained by place.

Both formal and informal means are used to keep abreast of students’ needs. For example, team meetings and scheduled casings are held so that staff can share ideas, resources, and techniques, as well as current medical, educational, and social histories. Parent conferences, communication notebooks, newsletters, and workshops are other ways through which staff communicate with families.

Enhanced Programming

Additional opportunities to enrich the educational experiences of students include:

  • Music Therapy

  • Physical Education

  • Equipment Design Clinic

  • Aqua Therapy

  • Assistive Technology