Question
I work with 3 classes of special needs preschoolers in the public schools. I am planning to try block scheduling rather than weekly scheduling this next school year. I was considering 1-2 weeks per class, spending a whole week in each class, then rotatin
Answer
It's terrific to hear that you are considering an alternate scheduling option for your preschool clients. Most of us were trained in a clinic using the medical model - typically twice weekly sessions for 30 minute blocks or so - and many tend to continue to employ this one-size-fits all model despite our mandate to provide instruction that is individualized for each student.
While we can find support in the literature base for using a block model, there is, unfortunately, little empirical data regarding the optimal length for each block. Of course, this is largely due to the numerous instructional variations possible within the block of time you set aside for your preschool students.
You mention that you feel you will be able to provide for individualized instruction during the block. So, you will need to be sure to schedule enough time to meet this goal. If you are planning to collaborate with the teacher in providing whole class lessons or provide support to individual students during large group instruction, you will need to adjust your time to allow for this. You may also need to schedule joint planning time with the classroom teacher.
The bottom line here is that there is really no definitive answer to your question. You may need to rely on some old fashioned trial and error to determine what works best for you, your students, and your individual situation. The important thing is that you try it. Best wishes for a productive year!
Dr. Shari Robertson, Ph.D., CCC-SLP is an Associate Professor at Indiana University of Pennsylvania. Prior to obtaining her doctorate at UW-Madison, she was a school-based SLP and special education supervisor for more than 16 years. Teaching in the areas of language, phonology, literacy, and counseling, she is dedicated to bridging the gap between researchers and practicing clinicians.
Shari Robertson, Ph.D,CCC-SLP
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