Date Approved

4-20-1998

Embargo Period

8-12-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Children with mental disabilities--Education (Preschool)

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to suggest a type of preschool curriculum that would be effective for the Woodstown-Pilesgrove School District. This was accomplished in various stages. First, library research was conducted at EIRC and the Rowan University Library to find recent literature on the various types of preschool curriculums. Then, because the needs of the community should be considered when designing a public preschool curriculum, an informal survey was designed to solicit the opinions of present and past kindergarten teachers in the Woodstown-Pilesgrove School District. The results of this narrative survey were used to design the major components of the preschool curriculum. The recommendations for the preschool program, determined through the survey, are the following: a NAEYC accredited preschool, located at the Mary S. Shoemaker School, should be publicly funded focusing on children who are at risk for school failure. Because of limited enrollment children with financial and academic need should receive priority for enrollment in the program. The preschool's curriculum, while focusing on socialization, will also address kindergarten readiness skills. Children with special needs should attend, but training, consultative assistance, and additional teacher assistants should be provided by the district.

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