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The mission of The Arc’s First Step Early
Intervention program is to assist and enable children with a wide range
of disabilities to learn and grow to their fullest potential.
The
program,
formally established in 1973, is recognized by both public and
private agencies for its innovative services and quality of practice.
First Step, serving approximately 350
children each year, provides inclusive opportunities and flexible
preschool programs to meet each child’s unique needs. Children from
birth through age two are served in their homes, while children ages three
through
five attend classrooms in West Chester and Downingtown.
A
team of specialists develops and monitors each child’s program at home
or in the classroom. Team
members can include the child’s parents, teacher, physical therapist,
occupational therapist, music therapist, speech pathologist, social
worker and registered nurse.
Family training is an integral component of Early Intervention.
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Nursing
The
availability of skilled nursing services allows First Step to meet
its programmatic goals. Classroom-based services provided for children with disabilities
have been increasingly more intensive due to the severity of involvement
of the children.
A large majority of children with special needs require extensive
therapeutic services, elaborate adaptive equipment and skilled nursing
support.
These children require carefully timed medication,
administration, tube feedings, nebulizer treatments, chest percussion,
drainage of fluids, cleaning of G tubes, re-insertion of tubes,
measuring of fluid intake and output, seizure management, breathing
assessments, catheterization and routine care.
Trained staff members are available at all times to respond to
life-threatening emergencies immediately should they arise.
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Music
Therapy
The
music therapist works with each classroom teacher determining and
prioritizing specific goals for each class.
The unique needs, age group and composite of each class
determines the activities and materials that will be enjoyable and
challenging for the children.
Instruments have been adapted for children who have physical
challenges. Children with
severe cognitive and physical challenges participate in the music
sessions with the assistance of teachers, support teachers and
volunteers. The therapist
consults with teachers and incorporates class activities and ideas into
the music curriculum. Teachers
are able to use the techniques and application of music therapy
throughout the class day. This
integration of music therapy with class activities and other therapies
(speech, visual, and physical) has promoted increased development in
children by bridging the idea of music with motor, communication,
cognitive, speech and social skills.
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