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Early Childhood Special Education

Early Childhood Special Education
A Preschool Program for Children with Special Needs
338 E. Main St Owatonna, MN 55060 - (507) 444-8040

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Who We Are:
We are a department within Owatonna Public Schools whose ultimate goal is to assist families and children in preparing for K-12 schooling.

Our staff consists of highly skilled special education teachers, as well as specialists such as speech clinicians, occupational therapists, physical therapists, teacher of the deaf/hard of hearing, teacher of the physically impaired, & teacher of the blind/visually impaired.

What We Do & Why:
We provide specialized instruction to children ages 0-5 who demonstrate the need for early intervention services.

Owatonna Public Schools’ ECSE department provides an opportunity for an ongoing partnership among parents, caregivers, school staff, & community agencies. We provide resources & support to effectively prepare children, ages birth through kindergarten, for independent functioning in home, school, & community settings.

The Home Visit Program for ages 0-3 supports students & their families.
The School-Based Program for ages 3-5 focuses more intensely on kindergarten preparation

Where We Are:
Early Childhood Special Education Services are delivered in the following locations:
0-3 and their caregivers: natural environment - home, daycare, or childcare center
Ages 3-5: community based preschools, Roosevelt School, & Owatonna Education Center

ECSE Philosophy & Beliefs:

  • We believe families are active decision makers in their child’s education; we will provide support to address the goals/outcomes of the child and family both at home and school.
  • We believe parents, teachers, and therapists will work together to meet the child’s needs throughout daily routines both at home and school.
  • We believe learning takes place during both child-led and adult-led learning activities.
  • We believe functional goals/outcomes should be based on daily routines that occur naturally in the child’s environment.
  • We believe interventions should be based on teaching strategies that are research-based.
  • We believe in continually monitoring a child’s learning in a variety of ways; adjusting instruction as necessary in order to make progress.