For over sixty years, the Queens Centers for Progress Children’s Center has been providing superior services to families in the community. The Children’s Center’s dedicated and experienced staff provides children with a warm and caring atmosphere that promotes learning, bolsters self-esteem and improves social skills. The large, bright, well-equipped classrooms and recreational areas allow children space to grow and flourish.
The Children’s Center offers an array of options for parents of both typically developing (non-disabled) preschoolers and children with disabilities.
For children aged three to five with disabilities, the APPLE (A Preschool Program for Learning and Enrichment) program offers a comprehensive array of educational and therapeutic services, including speech, occupational and physical therapy, counseling, vision and nursing services. Special education teachers, along with clinicians, emphasize cognitive, motor, social, and language skills development. We offer a full day program, and bilingual and integrated classes.
The majority of the children who participate in the APPLE Program will continue on to an inclusionary environment in the public school system.
Pre-K for all
Our free Universal Pre-Kindergarten program for four-year-olds is run in collaboration with the New York City Department of Education. It is part of a statewide program to prepare children for school, by giving them early experiences in a classroom setting with structured activities.
It also provides for interaction between disabled and typically developing children. The benefits of such inclusionary experiences for disabled children have been well documented. Children who are typically developing get a chance early in life to interact with those who have disabilities and will grow from the experience.
The Children’s Center School currently serves children with multiple disabilities who cannot be mainstreamed into the public school system. Students here, who range in age from five to twenty-one, get intensive training in cognitive, motor, socialization and communication skills, as well as traditional school subjects. Clinical services such as physical, occupational and speech therapy, counseling, vision and nursing are offered as well.
Early Childhood Direction Center
One of fourteen such centers statewide, the Early Childhood Direction Center (ECDC) is an information resource for parents who suspect their child (from birth to five years of age) may have a developmental delay. It is often a first step to link families to the services their children may need.
The bilingual staff can provide information to parents on how to have their child evaluated, and what services are available in the community. They can also give information regarding financial resources available to help with the cost of care. Professionals may also contact the Direction Center for assistance at 718-215-1299, ext 4001.
Home Equipment and Family Services
QCP can help arrange for a wide variety of adaptive equipment and assistive technology in families’ homes. Along with occupational and physical therapists, our carpenter helps construct adaptive furniture and arrange for home modifications, such as rails for bathtubs and toilets to aid with mobility and self-care. Electronic devices can be provided to assist with communication for nonverbal students. In addition, the center helps families purchase necessary adaptive equipment.
Our staff is knowledgeable about the various forms of insurance, Medicaid and grant funding available to cover the expenses of the special services needed by children with developmental disabilities.
Other family support projects include assistance with financial demands relating to the special needs of the children, including respite, supplies, recreational program, etc.
CODE OF CONDUCT and DISCIPLINE POLICY SUMMARY
We promote a positive, nurturing, safe climate that provides our children with a supportive environment in which to learn, gain skills and grow socially. Responsible behavior by staff, administration, students and parents is essential to achieving this goal.
Perfect behavior is not a normal goal for children and it is recognized that behavior problems do occur. Behavior management at QCP is based on the philosophy that an appropriate developmental curriculum increases the incidence of positive behaviors and accordingly decreases behavior problems. Staff are encouraged to teach and acknowledge appropriate behaviors.
We are committed to the principle that parent involvement is crucial to a child’s learning. As such, behavior management strategies are shared with parents to enlist your input and support. Parent training in behavior management is made available based on your need and request through parent support groups, workshop presentations and notification of parenting programs.
We consider you our partners in making sure our children and school are safe. We will keep you informed of your child’s behavior and any areas of concern. We encourage you to discuss with your child’s teacher and other staff any issues that may affect your child’s behavior and strategies that might be effective. We look forward to your phone calls, written notes or face-to-face meetings.
Below is a summary of “Our Code of Conduct and Discipline Policy.” If you would like to see the entire “Code of Conduct, Discipline Policy and Behavior Management Approach,” please contact Cindy Heller.
Staff are expected to:
Administrators are expected to:
Students have three primary behavioral expectations which have been established within a system of positive behavior support:
These expectations or “code of conduct” for the students are expanded upon based on the child’s chronological age, cognitive capabilities and other special needs. This “code of conduct” helps establish a school-wide culture and promote positive individual behavior supports, while minimizing problem behavior for all students.
Our code of conduct and discipline policy are reviewed at least annually, and updated when necessary. Also, it is disseminated annually to staff and a summary of the code of conduct to parents. Suggestions are always welcome.
We hope these procedures will allow our staff to actively engage in teaching and supporting the social-emotional development of our children.
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