The Infant-Toddler Home/Community Program uses a family-centered support model for children from birth to three years of age who have developmental, neurological, orthopedic, behavioral and learning difficulties. The staff's approach to service focuses on the relationship between the child and his/her caregivers. This family-centered model emphasizes the relationship-based approach which enhances the child's development by focusing on their interaction during play and routine activities.

KenCrest's Early Intervention program provides a variety of services, including evaluation, individualized program planning and intervention, home visits, community integration and family support. KenCrest's multidisciplinary staff provides the following comprehensive services and supports: special education, social work, speech/language Therapy (including feeding intervention), occupational therapy, physical therapy, family training, and parent training in Infant Massage. KenCrest also provides the Individual Support Project model for children who exhibit challenges with communication, social interactions, and behaviors that interfere with learning.

The assessment process begins with the MDE Multidisciplinary Evaluation which will answer questions about a child's development, determine eligibility for ongoing early intervention services, and identify information that will support development of an IFSP Individual Family Service Plan.

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KenCrest preschool centers provide a nurturing environment that supports the healthy growth and development of each child in the context of the child’s family, culture and community. Partnerships with parents are essential components of the programs.

Through the High Scope Curriculum and research-based standards, teachers support children’s individualized learning opportunities by providing meaningful experiences that engage their interests, abilities, and culture.

Play is the vehicle through which children build knowledge. Staff provide opportunities for children to develop new skills through active exploration of hands-on materials in safe and nurturing environments. Learning occurs through a balance of self-discovery and participation in teacher-designed tasks that are challenging, yet attainable.

KenCrest offers a range of inclusive programming for children of all abilities. Staff support children to fully participate in all program routines and activities. Teachers work collaboratively with therapists (speech/language, occupational, physical, and emotional wellness) together with families to plan adaptations and accommodations so every child can be successful.

Classrooms include children enrolled through early intervention (special education), Head Start (for income eligible children and families) and child care (3 months to five years of age).

Additional resources:

National Association for the Education of Young Children

Delaware Valley Association for the Education of Young Children

Pennsylvania Dept. of Education -- Early Childhood Education

The Division of Early Childhood

United States Dept. of Education -- Special Education

KenCrest preschool Home-Community Based staff work in partnership with community preschool and childcare staff to support children and families to fully participate in their local preschool programs. We promote a multidisciplinary team effort that supports a successful, fun learning environment.

Services take place within the day-to-day activities of the child’s learning environment and may include the following:

SPECIAL INSTRUCTION
• Promotion of early learning and literacy for children with special learning needs.
• Promotion of the inclusion of children with special needs into a general education program.

SPEECH/LANGUAGE THERAPY
• Focus on a child’s understanding of language and the ability to communicate with others.
• Collaborate with the team to determine effective approaches for specific speech/language or related issues (e.g.; feeding, augmentative communication etc.).

OCCUPATIONAL THERAPY
• Focus on a child’s ability to engage in everyday life activities.
• Develop adaptations and accommodations that may be necessary in order for a child to fully participate in the play and self-care activities in the child’s routine.

PHYSICAL THERAPY
• Focus on a child’s movement throughout the environment.
• Collaborate with the team in determining equipment needs that support the child’s independence at home and school.

SOCIAL WORK AND ADMINISTRATIVE SUPPORT
• Assisting with special education planning and sharing of resources.
• Ensure that the child receives appropriate educational services as described in the IEP.