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Early Childhood Special Education

Early Childhood Special Education (ECSE)
A Preschool Program for Children with Special Needs
338 E. Main Street 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, and teacher of the blind/visually impaired.

What We Do and 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, and community agencies. We provide resources and support to effectively prepare children, ages birth through kindergarten, for independent functioning in home, school, and community settings.

The Home Visit Program for ages 0-3 supports students and 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:

  • Ages 0-3 and their caregivers: natural environment - home, daycare, or childcare center
  • Ages 3-5: community based preschools, Roosevelt School, and Owatonna Education Center
ECSE Philosophy & Beliefs
  • We believe families are active decisionmakers 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.