Callier Program Earns NAEYC Accreditation
Program Among First in Nation to Complete More Rigorous Process
Aug. 4, 2008
The early childhood program at the Callier Center for Communication Disorders is one of the first to earn accreditation under a more rigorous system from the National Association for the Education of Young Children (NAEYC).
To earn NAEYC Accreditation in the new system, the program went through an extensive self-study process, measuring the program and its services against the 10 new early childhood program standards and more than 400 related accreditation criteria.
The Callier Child Development Program received accreditation after an on-site visit by NAEYC assessors to ensure that the program meets each of the 10 NAEYC program standards. The program is also subject to unannounced visits during its accreditation, which lasts for five years.
The program has been accredited by NAEYC, the nation’s leading organization of early childhood professionals, since 1986.
As of April 2008, the program was one of 51 accredited centers in Dallas and one of the first 10 centers in Dallas County to be accredited using the new standards.
“We’re proud to have earned the mark of quality from NAEYC, and to be recognized for our commitment to reaching the highest professional standards,” said Karen Clark, Callier Center education division director. “The accreditation lets families in our community know that children in our program are getting the best care and early learning experiences possible.”
The Callier Child Development Program offers an active, nurturing, learning environment for children between the ages of 6 weeks and 6 years. The program is a collaboration between UT Southwestern and UT Dallas, and admission requires an affiliation with UT Southwestern Medical Center or UT Dallas’ Callier Center.
The program also has a longstanding collaboration with the Dallas Independent School District’s Regional Day School Program for the Deaf. All classes for children ages 2 and older include some students with hearing loss.
This cooperative programming allows children with hearing loss to be integrated into the regular preschool setting while receiving specialized services. Teaching teams for these integrated classes include both child development and deaf education staff.