Human Services

SMALL WONDER PRE-SCHOOL INC

Early Help Makes a Difference

Glendale, NY   |  www.smallwonder.org

Mission

The mission of Small Wonder Preschool, Inc. is to help each child reach their maximum potential by providing a safe and nurturing learning environment. We believe that all children can learn through meaningful and relevant experiences within a developmental and creative curriculum.

Since our inception in 1989, Small Wonder has met the needs of thousands of preschool age children with disabilities and their families. We achieve this by providing self-contained and integrated classes, therapeutic services, evaluation services, and parent support groups. Over the years, our former students have returned and shared their experience of growing into successful adults. We are very proud of the work that we do in supporting children reaching their potential!

Ruling year info

1992

Executive Director

Dr. Ursula Salih EdD

Main address

9045 Myrtle Avenue

Glendale, NY 11385 USA

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EIN

11-2973066

Cause area (NTEE code) info

Developmentally Disabled Services/Centers (P82)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

Deaf/Hearing Impaired Centers, Services (P87)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Small Wonder Preschool, Inc. endeavors to bring more achievable educational outcomes to preschool students with disabilities. Addressing the needs of the total child, we bring expertise in the area of cognitive development, language and communication, social and emotional development, gross and fine motor skills, as well as activities to daily living in young children. Shortages in teachers and therapists to provide instruction is offset through partnerships with colleges and universities in the metropolitan New York City area.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Hearing Impaired

Preschool children with hearing and auditory impairments receive an engaging curriculum which focus on auditory processing skills, ASL, and the development of oral literacy. Children wear hearing aids, use FM unit systems, and have cochlear implants to facilitate learning. They are fully engaged in the preschool curriculum which aligns with that of their typically developing peers. They also receive therapeutic services in one on one and in small group settings. Certified teachers, assistants, and therapists provide mandated educational and therapeutic services for the children and support for their families.

Population(s) Served
Infants to preschool (under age 5)

Preschoolers with autism spectrum disorders are provided with routine based programs and services guided by the principles of applied behavior analysis, developmental cognitive approaches, and natural environment teaching. In addition, the children are fully engaged in the preschool curriculum of their typically developing peers, which aligns with the New York State Early Learning Standards.

Population(s) Served
Infants to preschool (under age 5)

Our program caters to preschool children with a wide array of functional disorders to include delays in speech and language, social emotional, cognition, adaptive, and gross and fine motor development. Children receive therapeutic services such as speech therapy, occupational therapy, and physical therapy interventions. In addition, the children are fully engaged in the preschool curriculum of their typically developing peers, which aligns with the New York State Early Learning Standards.

Population(s) Served
Infants to preschool (under age 5)

Children suspected of delays in their development are assessed in the areas of suspected delay. Comprehensive evaluations are provided upon parental consent to determine strengths and weakness in overall development. An individualized educational plan is developed by the local school district's committee on preschool education and programs and services may be are recommended to address areas of weakness.

Population(s) Served
Infants to preschool (under age 5)

Where we work

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Charting impact

SOURCE: Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

What is the organization aiming to accomplish?

As a New York State Education Department established preschool for children with special needs, we seek to accomplish continuity of therapeutic and educational services for the students we serve. In the current, 2020, landscape of educational uncertainty, we prepare for the next wave of providing mandated educational programs and services. We seek to accomplish alternative means to preschool engagement for children with disabilities through remote access to learning. In addition, we seek to continue relationships with colleges in support of our educational and therapeutic programs for staff and interns.

Drawing on thirty-one years of experience working with preschool students with disabilities, providing support to their families and to the program staff who provide educational support, we have refined three core pillars to our approach that best serve this vulnerable population ensuring maximum positive impact: State / Local Education and Community School District Engagement Maintaining strong ties with local and state governments and educational associations, provides us with supports and information keeping our programs strong. We accept referrals to our program as well as support in achieving our educational goals with these partners. Support Teaching and Therapeutic Staff When direct line staff are supported in achieving personal educational goals, they add tremendous value to the program as a whole. Offering opportunities for continuing education, achieving certification and licenses, through grants, creates an atmosphere where staff bring their best selves to the learning and teaching environment. Curriculum and Educational Support Utilizing the latest in preschool curricular support for active learners, we will reach out to those partners for support in offering online and remote learning opportunities to our preschool students with disabilities. Families are at odds with new technology and in need of support. At times, education and language barriers inhibit families from taking advantage of opportunities presented to them. New technology training and support will be expected of all staff engaging with remote technology as a teaching tool.

Our administrative staff who supervise educational programs are experienced and seasoned professionals in their respective fields. The team includes a school psychologist, social worker, curriculum specialist, program coordinator, clinical coordinator, finance manager and executive director with expertise in early childhood special education, program administration and supervision, fiscal and program audits and therapeutic interventions. The staff are capable individuals who have maintained employment with us for an average of eighteen years. We represent a diverse group of educators who fully support culturally responsive teaching practices. Having active memberships in professional associations, advocacy groups as well as business associations, creates a space for unfettered knowledge that stretches the imagination as well as lend support to meet our goals.

Our program operates on a fiscal basis. The month of May of each year, we provide performance evaluations of all of the staff to measure their progress in meeting individual goals towards the agency goals. There are quality indicators measured quantitatively. The score in areas of measurement shows where improvement is needed as well as where successful achievements have been made. Staff are meeting their stated goals and continue to be proactive in achieving their goals toward the agency. Children leave the program when they are ready for kindergarten at age five. An important indicator of how our program has performed is information on student placement for school age programs. Every year this data is collected and reviewed for type of program the children attend for Kindergarten. Children may be placed in district self contained programs, inclusive education programs, or regular education classrooms. Our main progress indicator is to have children attend regular education classrooms and inclusive educational programs than self contained special education classes. Engaging with important stakeholders in education and government is key to our ongoing success. Feedback from State / Local Education and Community School Districts, upon audit and overall school program reviews, prove to be helpful.

The work is cyclical and progress is steady. In the area of community and government engagement, we have worked closely with our constituents to provide for understanding and a new way to conduct program operations during the COVID-19 Pandemic. These organizations have been pivotal to our operational function. By way of our second pillar of Support for Teaching and Therapeutic Staff, we have provided educational opportunities for four teachers to move towards full certification. One teacher has passed the mark and will be fully certified by June 2020. These efforts are continuing with the other three teachers. Remote learning and teletherapy training has been a challenge and staff has risen to the task. They provide services to students remotely and via teletherapy. More work is needed in this area as families have challenges with the technology and require multiple means of support within their daily lives. We will continue to take our cues from our governing partners as well as provide essential educational services to preschool students with disabilities. We are living in unprecedented times and best practices are changing due to the uncertainty of preschool education and special education moving forward. We will continue to learn new technologies and better ways to provide this service to the most vulnerable of populations.

Financials

SMALL WONDER PRE-SCHOOL INC
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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SMALL WONDER PRE-SCHOOL INC

Board of directors
as of 5/28/2020
SOURCE: Self-reported by organization
Board chair

Patricia Rubens

Erv Francis

Mortimer Lawrence

Patricia Rubens

Steve Roberts

Denise Williams

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? No
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Keywords

early childhood, preschool special education, therapeutic, hearing impaired