Margaret L. Annear, Early Intervention provides a comprehensive program for childre
n with special needs from birth to five years of age in the home setting or in a school environment with opportunities to integrate with non-disabled preschool peers.
Early Intervention Referrals/Assessments
The Margaret L. Annear Early Intervention Program serves children with special needs from the ages of birth to five. Services, designed to meet the unique educational needs of children with mild to severe disabilities, include in home services for Infant/Toddlers with onsite weekly playgroups, Special Day Classes for preschoolers, as well as Readiness classes. Support personnel available to children and their families include Speech-Language Pathologists, Physical/Occupational Therapists, School Psychologists, family service workers, Adapted Physical Education Teachers and Nurses. Programs for children are provided in the home, inclusion in child care setting, or center-based program. Focus emphasized on the developmental areas of cognition, social/emotional, motor, self-help, readiness and language. Assessment of children is provided, at no cost to families, by a multi-disciplinary team that includes an Education Specialist, Psychologist, Nurse and Speech-Language Pathologists.
Physically Handicapped Inclusion
Stanislaus County Office of Education is the regionalized provider for PH inclusion support services to students within the Stanislaus SELPA who have Orthopedic Impairments. If you have any questions or concerns regarding your child's orthopedic needs, please contact your district of residence for support and guidance. The basic functions of this service is to modify or adapt the instructional setting (classroom or unstructured time such as recess) so that it can appropriately accommodate students with orthopedic impairments.
Pre-Formal Programs (Students Age 5 and Under) including Autism, Readiness, Severely/Multiply Handicapped
Stanislaus County Office of Education is a service provider for Preschool Special Education Services including Special Day Classes and Related Services to school districts with Stanislaus County that do not operate their own programs for students who qualify for Special Education services. If you have any questions or concerns regarding the developmental progress of your child, please contact your district of residence for support and guidance.
Pre-Formal/School Age Deaf and Hard of Hearing Special Day Class
The Deaf/Hard of Hearing (DHH) Program serves individuals who are Deaf or Hard of Hearing from 0 to 22 years old, whose hearing loss ranges from mild to profound. The program offers a continuum of services that is based on student need and responds to communication preferences. Students are enrolled in regular education or special education classrooms and receive DHH services in conjunction with their instruction. The Pre-formal DHH classes are located at Margaret L. Annear School and the Kindergarten-Eighth grade classes are located at Hart Ransom School. Many students utilize the services of sign language interpreters to participate in general education classes. Collaboration with parents is a key component to student success.
Margaret L. Annear Administrative Staff
|Tricia Tariku, Principal
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|Alicia Wohnhas, Program Specialist
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|Hallie Stirm, Program Specialist
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Ludy Jauregui, Administrative Assistant I
Mario Miramontes, Administrative Assistant I
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For specific Special Education Programs and phone numbers, please click below:
SPECIAL EDUCATION CALENDARS
2017-2018 Margaret L. Annear Infant Toddler Calendar
2017-2018 Margaret L. Annear Preschool Calendar
2017-2018 SCOE Hart Ransom DHH Calendar
2018-2019 Margaret L. Annear Preschool Calendar
Margaret L. Annear Event Calendar - Also see Upcoming Events near bottom of webpage
Campus Photos of Margaret L. Annear School
MLA Front Entry Way Music Room
Mary Johnson's SDC Autism Karrin Walker's SDC Multiply Handicapped
Sensory Room Ball Pit in Sensory Room
Giraffes in Hallway Dinosaur in Hallway
Playground Playground with Sandbox
Slides on Hill
The Early Intervention Program is designed to meet the challenges presented to children with disabilities from birth through five years of age. By providing valuable educational services to children with developmental disabilities from birth, Early Intervention helps children function more productively and independently with their families.
By providing support to parents and fostering a parent-educational partnership, early intervention helps reduce family stress and promotes the family's ability to cope with the special needs of their child.
- PLAY is considered the natural way of learning for young children. It gives opportunities for concrete experiences, outlets for tension, decision making, use of imagination and learning skills. If a child's mental or physical limitations prevent normal development play, productive play skills must be taught.
- The TEAM APPROACH is a key program element. Program staff share their expertise and promote coordination among other professionals. This helps to provide a "total" program to the child and family.
- The HOME is the primary place of learning for the preschool-aged child. Parent involvement is encouraged both in the school program and in a variety of family gatherings which occur during the year.
Itinerant professionals are skilled and trained, provide support to students with severe developmental, speech, language, hearing, health, orthopedic, or vision impairments to be successful in general education classes in their neighborhood schools.
Special Day Class teachers, instructional assistants and itinerant professionals provide specially designed instruction for students with similar disabilities. These services and classrooms are located on general education school sites which enable students to participate with non-disabled peers to the greatest extent possible.
We, the SCOE Early Intervention team, are dedicated to promoting services and support to young children with special needs and their families. We do this by creating partnerships among school, home and community that enhance each child's greatest potential.
- We Envision
A united team that collaboratively implements best inclusion practices
- We Value
The expertise of all partners
- We Commit
To building environments that honor belonging for all children.