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The Preschool classroom at Cotting School offers a warm, nurturing, and therapeutic environment conducive to learning and social/emotional growth for students ages 3-6. Students benefit from individual and small group instruction, which enables students to demonstrate what they do best and how they learn.
In the Preschool classroom teachers, assistants and therapists work as a team to help each student reach his or her own goals. Students spend the majority of their day with a single educator for a variety of academic subjects, including math, written language, reading, science, social studies and life/transitional skills. All of our teachers are talented, motivated, and wonderfully adept at teaching multiple grade and ability levels.
Preschool students visit other classrooms for age-appropriate enrichment activities such as music, art, adapted physical education, library, pre-vocational programming and health. Each class gives students the opportunity to gain knowledge, develop their skills and interests, and offer unique ways to express themselves.
State-of-the-art computer and assistive technology is readily available and integrated into the classroom and curriculum. Students also enjoy practicing their independence throughout our fully accessible building, outdoor playground, gymnasium and playing fields.
Students also have therapy services integrated into their school day. Classroom teachers work closely with therapists to ensure that students are gaining skills that will help them more effectively access the curriculum. Therapists might work with students in class, in their therapy area or with a small group of other children.
We expect our students to reach the highest level of academic achievement and independence that all of their skills allow.
Cotting School is fully approved by the Massachusetts Department of Elementary and Secondary Education (DESE).
“My daughter’s favorite thing about Cotting School is having a classmate and friend whose disability presents similarly to hers and seeing herself reflected in another child. I feel this is so important. She previously didn’t have any classmates who were (visibly) disabled, and I really believe in the power of seeing yourself reflected in your peers.”