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Author: Catherine Parker Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 38
Book Description
The purpose of the study was to determine why early care and education facilities are not identified as inclusive. This study compared the differences in attitude toward inclusive programming among directors, preschool teachers, and infant/toddler teachers in early care and education facilities. This study addressed two questions in regard to the attitudes and perceptions of early childhood professionals. First, what are the attitudes of early childhood professionals toward advantages and disadvantages of inclusive classrooms and how their attitudes may differ depending on staff position? Second, what are the major obstacles identified by early childhood professionals to inclusive programming and how they correlate with the child's degree of disability? It was predicted that infant and toddler teachers would demonstrate more positive attitudes toward the advantages of inclusive classrooms than directors or preschool teachers. It was also predicted that the major obstacles to inclusive programming identified by early childhood professionals would correlate with the child's degree of disability. The limitations foreseen were that the study collected data only during a specified time from a sample group in a specific geographical area that was selected for convenience.--P. 2.
Author: Catherine Parker Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 38
Book Description
The purpose of the study was to determine why early care and education facilities are not identified as inclusive. This study compared the differences in attitude toward inclusive programming among directors, preschool teachers, and infant/toddler teachers in early care and education facilities. This study addressed two questions in regard to the attitudes and perceptions of early childhood professionals. First, what are the attitudes of early childhood professionals toward advantages and disadvantages of inclusive classrooms and how their attitudes may differ depending on staff position? Second, what are the major obstacles identified by early childhood professionals to inclusive programming and how they correlate with the child's degree of disability? It was predicted that infant and toddler teachers would demonstrate more positive attitudes toward the advantages of inclusive classrooms than directors or preschool teachers. It was also predicted that the major obstacles to inclusive programming identified by early childhood professionals would correlate with the child's degree of disability. The limitations foreseen were that the study collected data only during a specified time from a sample group in a specific geographical area that was selected for convenience.--P. 2.
Author: Charles A. Peck Publisher: Brookes Publishing Company ISBN: Category : Education Languages : en Pages : 308
Book Description
Explains how to apply the lessons and theories of the past 15 years to the actual practice of integrating young children with disabilities into the mainstream community. Chronicles and evaluates the various research projects, programs, and models that have been and are being used. For professionals, graduates, and administrators in education and sp.
Author: Christine Forlin Publisher: Routledge ISBN: 1134040644 Category : Education Languages : en Pages : 272
Book Description
This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
Author: Kristen Mary Kemple Publisher: Teachers College Press ISBN: 9780807743959 Category : Education Languages : en Pages : 196
Book Description
This book describes methods of support and intervention teachers can use to create social inclusion in preschool and the primary grades. Combining general early childhood education with special education, this unique volume explains a wide variety of strategies ranging from environmental arrangement, on-the-spot teaching, and cooperative learning, to more intensive, individually-targeted interventions for children experiences challenges and disabilities.
Author: Sue Bainter Publisher: ISBN: Category : Languages : en Pages : 15
Book Description
Background: Many early intervention teams are shifting their service delivery for children with disabilities from a child-focused model to one that focuses on strengthening the competence and confidence of the child's caregivers (parents, childcare providers, preschool teachers). The use of coaching strategies in a primary coach model of service delivery continues to evolve as a means of supporting young children who have disabilities in their natural home-community environments (where they and their families interact every day) (Shelden & Rush 2006). The early intervention team in this study felt their coaching strategies were making a difference; however, they had no systematic way to evaluate/document their efforts. Purpose: To engage early intervention practitioners in a program evaluation of their efforts toward implementation of intended coaching practices with caregivers of young children with disabilities. To examine the immediate effects of those coaching practices on caregivers' behaviors and gather evidence of practitioner-caregiver partnerships and desired caregiver competence and confidence. Setting: Home and preschool classrooms of subjects associated with a midsize public school district early intervention/special education program that provides home/community visits as a state-mandated service for children who have disabilities, ages birth to 5 years. Study Sample: Five early intervention practitioners including two speech therapists, three early childhood teachers and six caregivers. The data collection focused on six dyads and the interactions between the practitioner and the caregiver of a child who was enrolled in the public school early intervention/special education program. Intervention: Early Intervention practitioners meet weekly in the homes or classrooms of children's caregivers. Visits are jointly designed in terms of purpose, scheduling and frequency and practitioners aim to focus caregivers on the priority identified for their child/family. Coaching strategies are used to build a caregiver's ability to effectively involve their child in everyday learning opportunities and child/family interests to enhance the child's participation and development. All coaching interactions involve some amount of observation, reflection and joint planning, but also include discussion, demonstration, practice, problem solving, questions, and feedback. The practitioner and caregiver routinely assess the effectiveness of the coaching partnership and activities in light of their intentions and the child's progress (Hanft, Rush & Sheldon, 2004). Research Design: Descriptive; Other Quantitative; Control or Comparison Condition. Data Collection and Analysis: A meeting of all district-employed early intervention practitioners (n = 21) was used to solicit descriptions of perceived roles and program outcomes. Themes were identified and cross-referenced with principles of coaching generated from a statewide training that most of the practitioners had completed. The themes were then reframed by the evaluators using the literature on evidence-based practices in early intervention so as to develop a core of behavioral "success" indicators for both the practitioner and the caregiver. Six home/community visits/meetings were videotaped; each one involved the interactions between one practitioner and one caregiver. Follow-up telephone interviews were conducted with each practitioner and caregiver independently to determine each participant's satisfaction with the visit, their perception of their role, and the actions taken. The videotapes were watched independently by two evaluators using two-minute intervals to note (+/-) all behavioral indicators evidenced at least once in that time period for both the practitioner and the caregiver. Mean rate per minute calculations were used to compare behaviors of practitioners to caregivers and to compare behaviors of both in hobserved in community visits (2) which were both intervention planning meetings. Responses to post-visit Yes-No interview questions were noted as (+/-), with total number of positive responses divided by total number of questions asked to compute a percentage of positive responses per partner. A mean percentage was computed independently for the group of practitioners, and the group of caregivers observed across the six visits. Findings: Practitioners and caregivers were engaged, and perceived themselves to be engaged, during the visits with the most amount of practitioner and caregiver time in each dyad spent in collaboration/partnership building. The least amount of the practitioners' time was spent engaging caregivers in planned or spontaneous learning opportunities with the child or planning for next steps. Despite their eager engagement in developing a partnership with practitioners in each visit (sharing, asking questions), the caregivers' rates of active reflection behavior, problem-solving and generation of new ideas for their children's targets and learning opportunities were notably low as compared to the rate of practitioner behaviors aimed at promoting these caregiver behaviors (2 X more frequent). The practitioners engaged least in behaviors that encouraged caregiver engagement with the children during or after the visit; not surprising, the caregivers engaged in these actions very seldom during the visits. Practitioners and caregivers did not differ dramatically across the six dyads. Overall, practitioners promoted reflection more in home visits than in meetings and parent-caregivers were more likely than teacher-caregivers to practice new strategies or describe possible learning opportunities for the children. Conclusion: Because the EI team was engaged in the process of developing the behavioral "success" indicators used for coding the observed practitioner-caregiver interactions, the study provided meaningful information upon in light of their intentions. The results indicated that the five practitioners participating in this study were demonstrating efforts to engage the caregivers as partners, and encouraging them to reflect, problem-solve and identify child-learning opportunities. The caregivers involved show a willingness to partner in planning the focus for discussion or observation of their child, but demonstrated notably lower rates of action and participatory activities. Both the practitioners and caregivers perceived contributions to a partnership in their visits. Practitioners might benefit from greater focus/time spent on promoting caregiver-child interactions during or after the visits. However, it is not known from this study if these or current efforts are enough to effect change in the caregivers' behaviors or that of their child. References: Hanft, B., Rush, D. & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes. Shelden, M. & Rush, D. (2006, June). Personal Development: Facilitators' Summer Institute, Nebraska Department of Education, Lincoln. Citation: Bainter, S. & Marvin, C. (2006). Engaging practitioners in program evaluation: A preliminary report of perceptions and observations of practitioner-caregiver partnerships in early intervention. University of Nebraska-Lincoln. Appended are: (1) Practitioner Follow-Up Survey and Caregiver Follow-Up Survey; (2) Raw data resulting from team meeting January 2005; and (3) Practitioner Behavioral Indicators (to be observed in the practitioner and Caregiver Behavioral Indicators (to be observed in the caregiver. (Contains 2 tables.).
Author: Iliana Alanís Publisher: ISBN: 9781938113789 Category : Education Languages : en Pages : 152
Book Description
Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them.
Author: Dianne Berkell Zager Publisher: Routledge ISBN: 0415877571 Category : Education Languages : en Pages : 346
Book Description
Similar to a handbook in its comprehensive description of current theory and research, this interdisciplinary text shows how the existing knowledge base can explore promising new possibilities related to the field's many unanswered questions.
Author: Catherine Parker
Author: Catherine Parker
Author: Charles A. Peck
Author: Christine Forlin
Author: Tamara S. Keller
Author: Faye Ong
Author: Kristen Mary Kemple
Author: 
Author: Sue Bainter
Author: Iliana Alanís
Author: Dianne Berkell Zager