This project is part of the Black History Month celebration because it supports a Black teacher or a school where the majority of the students are Black.
My Students
I teach an AM and PM section of preschool students; students' ages range from three to five. For the first time, my special education preschoolers have typical peers attend their class with them, so they can learn from one another. My morning group has been together since the beginning of the year, and it is hard to tell who are the kiddos with and the ones without IEPs. Friendships have formed, and they look out for each other! My PM section has opened recently with a group of young threes, and they are learning how to be in school.
My students are special not only because some of them have developmental delays (but don't know it and still give 110%!), but because of some other factors.
One factors is that we are in a low income neighborhood. Many of my students and their families hail from different countries. It is such a pleasure to learn about their cultures. However, some of my students and their families need support navigating school and the special education process.
My Project
When my preschool students come to school, part of their day is participating in literacy and math activities. That being said, academics are not the only things that are important to my young learners! Center time (which allows for further reinforcement of skills, and learning how to interact with peers is another component. Allowing time for (and fostering the growth of!) gross motor skills is another way I support my student's growth. Students will use the trikes to navigate around their playground (and allows them to use those legs to pedal!). One of them allows for two students to ride at once!
DonorsChoose is the most trusted classroom funding site for teachers.
As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Terry and reviewed by the DonorsChoose team.
