Skip To Main Content

GPS Integrated Preschool Program


boy playing on the playground at recess boy playing with magnetic letters in the classroom boy sitting on the rug smiling


The Greenwich Preschool Program provides a safe, nurturing environment in which children with special needs and their typically developing peers learn and grow together through an integrated model. The individual needs of every child are addressed through a structured, developmentally-appropriate program that uses play and exploration to foster learning. Structured center-based activities provide opportunities for growth and development in the areas of communication, cognition, self-management, fine and gross motor, and social-emotional skills. The preschool environment provides continuity and predictability for children and their families while facilitating the transition from home to school.


  • The Greenwich Public Schools Integrated Preschool Program targets instruction for children with identified special needs alongside their typically developing peers. 
  • The GPS Integrated Preschool Program was developed 50 years ago in alignment with special education laws to provide free and appropriate public education for preschool students.
  • Our teachers are duly certified by the State of Connecticut in both Special Education and General Education.
  • The Greenwich Public Schools Integrated Preschool Program is a structured, center-based program, where each child participates in instructional activities/experiences, which address the areas of communication, cognition, self-help, fine/gross motor and social emotional development.

The GPS Integrated preschool program adheres to the Connecticut Early Learning Development Standards that promote:

  • Equity for all children, through setting high, but appropriate, expectations;
  • High quality early learning experiences, by providing clear goals and trajectories for learning;
  • Provision of individual support, based on each child’s growth and development; 
  • Families’ understanding of what their children are learning and  how they can support them;     
  • Teachers’ understanding of age-appropriate content and approaches to children’s learning, and;
  • Communication across sectors, based upon these common goals for children. 

(Taken from,

Learn more about the Preschool Application Process

What do you do if you suspect
that your child has a disability?
Need Answers