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Early Childhood Models in Special Education
(updated April 2000)
What kind of models or demonstration programs have been implemented in early
childhood special education?
"As innovative approaches in early childhood special education are chronicled, replicated, and
modified, the quality of early intervention will improve and recurring mistakes will diminish.
Leaders in the field must strive to evaluate what they do objectively. Investment in critical
review of these activities will pay off in the long run by limiting ineffective strategies and
methods." (From Innovations in Practice and Early Intervention by James A. Blackman. Aspen Publisher, Inc.)
Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
early childhood education OR preschool education OR early
intervention
AND
disabilities
AND
models OR teaching models OR demonstration
programs
ED406792 EC305493
Delivering Special Education Services in Urban Culturally
Diverse Child Care
Centers to Preschool Age Children with Disabilities, Prenatally
Exposed to
Drugs/Alcohol, Referred by Protective Services or Born to Teenage
Mothers. Project
Relationship. Final Report.
Akasaki, Shizuko; And Others
Los Angeles Unified School District, Calif. 31 Oct 1996
49p.
Sponsoring Agency: Department of Education, Washington, DC.
Contract No: H024B00000
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; California
Journal Announcement: RIESEP97
This final report describes activities and achievements of
Project Relationship, a
Los Angeles (California) program designed to support the
successful inclusion of
young children with disabilities and challenging behaviors in
publicly funded child
care settings. During the 3 years of model development and 2
years of model
refinement and replication, the project provided support and
staff development to 11
Children's Centers, each serving about 100 young children
including 6-12 children
eligible for special education services. The program model was
based on a
relationship based, problem solving framework. Eligible children
received support
from special education teachers and speech and language
therapists on an itinerant
basis. On-going staff development sessions focused on three
themes identified as
priority areas: (1) ways to increase the successful inclusion of
children with
diverse special needs; (2) ways to improve interpersonal
communication among staff
members; and (3) ways to develop and implement predictable
program practices. The
project also produced a training manual and video. Individual
sections of the report
describe the project's goals and objectives, the theoretical and
conceptual
framework, the model, issues in model implementation, project
effectiveness, and
project impact.
Descriptors: Child Caregivers; Cultural Differences; *Day Care
Centers;
*Disabilities; *Early Intervention; *Inclusive Schools; Language
Acquisition;
Mainstreaming; Models; Preschool Education; Speech Language
Pathology; Speech Therapy;
*Staff Development; *Urban Education
Identifiers: California (Los Angeles)
ED403707 EC305272
Community Inclusion Outreach Training Project. Final
Report.
Bruder, Mary Beth; Brand, Marie
Connecticut Univ. Health Center, Farmington. 30 Sep 1996
970p.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC. Early
Education Program for Children with Disabilities.
Contract No: H024D30001
EDRS Price - MF07/PC39 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEJUN97
This final report describes activities and achievements of the
Community Inclusion
Project for Young Children with Disabilities, a New York State
project which provided
outreach training to early intervention staff, community early
childhood staff, and
families on the inclusion of young children with disabilities in
early intervention,
special education, or related services settings. The project's
model included
service delivery utilizing a family-directed transdisciplinary
approach; training for
staff and families; evaluation of children, families, programs,
and communities; and
policy development. Outreach components included management,
dissemination,
replication, and evaluation. Project activities included
development of workbooks,
wide dissemination of project and model information at state and
national
conferences, delivery of 53 workshops (involving about 2000
participants), and
institute training to 21 programs (with over 200 participants).
Individual sections
of the report describe the project's goals and objectives,
theoretical and conceptual
framework, model, problems, findings, impact, and future
activities. Most of the
report consists of the following appendices: staff vitae, the
project brochure,
sample workbooks, details of training components, dissemination
record and list of
presentations, training schedule and workshop data, letters to
state agencies, list
of publications, sample evaluation tools, a replication
checklist, institute data,
and more detail on technical assistance.
Descriptors: Community Programs; *Disabilities; *Early
Intervention; Family
Programs; *Inclusive Schools; Infants; Inservice Education;
Institutes (Training
Programs); Models; *Outreach Programs; Postsecondary Education;
Preschool Education; Social
Integration; Special Education; *Staff Development; Toddlers;
Workshops
ED401684 EC305175
Materials for Use by Faculty Who Teach about Infants and
Toddlers with
Disabilities.
Capone, A.; And Others
NorthEast Early Intervention Faculty Inst., Kent, OH. 1996
547p.
EDRS Price - MF02/PC22 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055); TEACHING GUIDE
(052)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEAPR97 Target Audience: Teachers;
Practitioners
This collection of materials was gathered as part of a project
to develop and
implement a faculty training institute for early intervention
personnel in 12 states
in the Northeast. The project's emphasis was to train
interdisciplinary faculty to
infuse basic early intervention content into existing course
work, develop new course
work or modify existing course work to include early intervention
issues, and provide
periodic inservice training. Introductory material describes the
NorthEast Early
Intervention Faculty Training Institute project, discusses the
project's importance,
and reports on its impact. Among the types of materials included
in this collection
are outlines, annotated bibliographies, materials for handouts or
transparencies,
lists of course objectives, essays providing background
information, lesson plans,
suggestions for learning activities, case studies, and resource
lists. Set 1, titled
"Services for Families," contains two modules on family-centered
practices. Set 2,
"Services for Infants and Toddlers," contains modules which
emphasize the use of
activity-based approaches, natural environments, and assessment
for early
intervention. Set 3, "Systems Support in Early Intervention,"
contains modules on
teams and teaming, related laws, collaboration, and collaborative
consultation.
Descriptors: College Faculty; Consultation Programs;
Curriculum; *Disabilities;
*Early Intervention; Educational Practices; Evaluation Methods;
Faculty Development;
Family Needs; Family Programs; Infants; *Inservice Teacher
Education; Instructional
Materials; Interdisciplinary Approach; Legal Responsibility;
Postsecondary Education;
Preschool Education; *Preservice Teacher Education; Regional
Programs; Teacher
Collaboration; *Teaching Models; Teamwork; Toddlers
ED392200 EC304631
National TEEM Outreach: Transition into the Elementary
Education Mainstream. Final
Report.
Fox, Wayne; And Others
Vermont Univ., Burlington. Univ. Affiliated Program of Vermont.
Jan 1996
251p.; Some pages may not reproduce well.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC.
Contract No: H024D20005
EDRS Price - MF01/PC11 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEJUL96
This final report describes activities of a 3-year federally
supported program
designed to enable school systems to establish and implement
systematic transition
planning to meet the multicultural needs of preschool-aged
children with disabilities
and their families moving into kindergarten and other general
education settings.
The program model has two major components: best practices and
accompanying critical
activities for the transition of young children with
disabilities; and guidelines for
developing a transition process that incorporates these best
practices. Program impact is reported
for four aspects: (1) replication or planning for replication of
the model by 26 school districts in
the 7 states involved (Indiana, Maine, New Hampshire, New Jersey,
South Carolina, Utah, and
Vermont); (2) impact upon the successful transition of young
children into kindergarten; (3)
impact upon family and educator awareness of need for
participation in transition planning; and
(4) impact upon statewide dissemination and implementation of
transition planning. Extensive
appendices include leadership institute agendas; state summative
reports; sample evaluation
instruments; and sample documents developed by the program, such
as family guides to
transition.
Descriptors: Cultural Differences; Demonstration Programs;
*Disabilities; Early
Childhood Education; *Educational Planning; Educational
Practices; Family Involvement;
*Inclusive Schools; Kindergarten; Models; Outreach Programs;
*School Readiness;
*Transitional Programs
Identifiers: Indiana; Maine; New Hampshire; New Jersey; South
Carolina; Utah;
Vermont
ED409668 EC305710
SpecialCare Outreach Project. Final Report.
Garland, Corinne W.; Osborne, Sheri
Child Development Resources, Norge, VA. 1997 58p.
Sponsoring Agency: Department of Education, Washington, DC.
Contract No: H024D30049-95
EDRS Price - MF01/PC03 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); TEST, QUESTIONNAIRE
(160)
Geographic Source: U.S.; Virginia
Journal Announcement: RIEDEC97
This final report describes activities and accomplishments of
SpecialCare Outreach
Program. This federally funded project was designed to expand
inclusive child care
options for families of young children with disabilities through
replication of a
proven model and curriculum for training home and center-based
child care providers.
During the project's 3 years, it used a train-the-trainer
approach with 29 trainers
at 18 agencies in Virginia and Maryland, which ultimately
resulted in the training of
more than 800 caregivers. It has also provided technical
assistance designed to
foster collaboration between the child care system and the early
intervention/early
childhood special education system and between families and
trained caregivers. The
training curriculum developed by the project provides information
on inclusive child
care, characteristics of children with disabilities, building
relationships with
families, community services, and consultation. Individual
chapters of the report
describe the project's goals and objectives, its theoretical
framework, its model,
the problems encountered, evaluation, and future activities.
Appended are the
SpecialCare curriculum chart, sample training materials, and
evaluation
instrumentation.
Descriptors: Agency Cooperation; *Child Care Occupations; *Child
Caregivers;
Curriculum Development; *Day Care; *Disabilities; Early Childhood
Education; Family
Involvement; Models; Social Integration; Training Methods
Identifiers: Maryland; *Train the Trainer; Virginia
ED406805 EC305511
Eliminating Boundaries through Family Centered Developmentally
Appropriate
Practices for Preschool and Primary Children with Disabilities.
Final Report.
Holland, Francine; And Others
Region IV Education Service Center, Houston, TX. 31 Mar 1997
35p.
Sponsoring Agency: Department of Education, Washington, DC.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Texas
Journal Announcement: RIESEP97
This final report describes activities and achievements of a
Texas project to
facilitate inclusive programming for preschool and primary
children with disabilities
using the High/Scope approach, which provides for developmentally
appropriate
programming for young children with and without disabilities.
The project focused on
capacity building through training of district teams, provision
of on-site technical
assistance, and development and dissemination of training modules
based on the
High/Scope approach. As a result of the project, 25
collaborative teams were trained
in developmentally appropriate programming using the High/Scope
model in inclusive
settings for preschool and primary programs. Each team of six to
eight members
included special and regular education teachers, administrators,
parents, and support
staff. In addition, a total of 1,063 educators were trained in
the approach;
training modules were developed and disseminated to teams in 10
areas; 16 education
service centers in Texas received training and the modules;
demonstration programs
were established at 18 sites; a video depicting the approach was
developed and
disseminated; students served by project teams showed increased
academic achievement and
increased classroom skills; and parents reported satisfaction
with the
programming. Individual sections report on the project's goals
and objectives,
theoretical and conceptual framework, model description, adoption
sites,
dissemination, methodological and logistical problems,
research/evaluation findings,
impact, and future activities. Eleven appendices graphically
display data showing
the program's effectiveness.
Descriptors: Child Development; Cooperative Planning;
*Disabilities; Educational
Practices; *Family Involvement; *Family School Relationship;
Inclusive Schools;
Learning Modules; Mainstreaming; Preschool Education; Primary
Education; *Team
Training; Teamwork
Identifiers: Developmentally Appropriate Programs; *High Scope
Model; Texas
EJ524509 EC613785
Computer Applications in Programs for Young Children with
Disabilities: Recurring
Themes.
Hutinger, Patricia L.
Focus on Autism and Other Developmental Disabilities, v11 n2
p105-14,124 Sum 1996
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE
(070)
Journal Announcement: CIJOCT96
This article summarizes findings from the Macomb Project's 15
years of research and
provision of model demonstration computer application services to
young children with
disabilities, their families, and service delivery staff. Staff
training,
administrative support, technology assessments, family
involvement, and transition
services are all discussed as necessary for successful childhood
technology outcomes.
Descriptors: *Assistive Devices (for Disabled); *Computer Uses
in Education;
*Delivery Systems; Demonstration Programs; *Disabilities; Early
Childhood Education;
Evaluation; Family Involvement; *Program Effectiveness; Staff
Development;
Transitional Programs; Young Children
Identifiers: *Macomb Projects IL
ED404823 EC305344
Southeastern Institute for Faculty Training (SIFT): A Training
Model for Systems
Change. Final Report.
North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
17 Jan 1997 29p.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC. Early
Education Program for Children with Disabilities.
Contract No: H024P20002
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEJUL97
This report describes a training program designed to assist 15
Southeastern states
in preparing quality early intervention personnel to serve young
children with
disabilities and their families. The goals of the project are
described, including:
(1) increasing states' progress in implementing the personnel
preparation component
of Part H of the Individuals with Disabilities Education Act by
facilitating linkages
between institutions of higher education and state agencies; (2)
increasing higher
education faculty members' knowledge and skills related to
providing effective and
innovative Part H inservice training; (3) assisting faculty in
embedding state-of-the-
art information related to Part H content and training into the
inservice training
they provide to practitioners; (4) evaluating the impact of the
training model on states and on
faculty; and (5) disseminating training information and resources
through a network of higher education faculty, state agency
representatives, and
other organizations. Critical components of the project's model
are described, which
include stakeholder support and vision, leadership commitment,
individual and state
needs assessment, infusion of information and activities to meet
individual and state
needs, action planning, and follow-up support during
implementation. Products,
presentations, and publications from the project are listed.
Descriptors: *Disabilities; Early Childhood Education; *Early
Intervention;
*Faculty Development; Higher Education; *Inservice Teacher
Education; Program
Evaluation; Teaching Models
Identifiers: Individuals with Disabilities Education Act Part
H
ED408800 EC305682
Project AHEAD: Where the Child Is, the Services Are: Home, Home
Care, Day Care,
Hospital/Clinical Services to Infants, Toddlers, and Preschool
Aged Children with
Disabilities and their Caregivers. Final Report.
Rowan, Lori; And Others
Utah State Univ., Logan. Dept. of Communicative Disorders. 20
Jun 1997
103p.; Videotape not available from EDRS.
Sponsoring Agency: Department of Education, Washington, DC.
Contract No: H024E80021
Available From: SKI-HI Institute, Dept. of Communicative
Disorders Utah State
University, Logan, UT 84322-1900 (Family Focused Interview
Videotape and supplemental
workbook).
EDRS Price - MF01/PC05 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); TEST, QUESTIONNAIRE
(160)
Geographic Source: U.S.; Utah
Journal Announcement: RIENOV97
This report documents the activities and outcomes of the 5-year
model demonstration
project AHEAD (At Home and At Day Care), a Utah program that is
designed to deliver
services to infants, toddlers, and young children (ages birth-3)
with noncategorical
disabilities. The program delivers services to the children and
their caregivers in
their natural environment, including the home, the childcare
setting, or wherever the
child is located. The data collected during the demonstration
phase showed that all
children receiving AHEAD services made steady increases in skills
in all
developmental domains. Upon the recommendation of a review
panel, AHEAD began
replication activities during years four and five of the project.
During this time,
early intervention agencies throughout Utah were offered the
opportunity to receive
AHEAD training and resources as validation/replication agencies.
These included
agencies that were rural and metropolitan, and both publicly and
privately funded.
The replication agencies have demonstrated that AHEAD materials
and training can be
successfully transferred across agencies, personnel, delivery
systems, and children,
families, and child care providers. The report includes the
objectives and activities of the project,
the conceptual framework, and a description of the model
and participants. Appendices include an overview of AHEAD
training topics,
evaluation forms, and data results.
Descriptors: Day Care; *Delivery Systems; *Disabilities; *Early
Intervention;
Family Involvement; Home Programs; Infants; Models; Preschool
Education; Program
Effectiveness; *Program Implementation; Toddlers; *Training
Methods; Young Children
Identifiers: Utah
ED397587 EC304916
Outreach Services To Stimulate Home-Based Services for Infants,
Toddlers, and
Preschool Age Children with Multidisability Sensory Impairments
and Families. Final
Report.
Utah State Univ., Logan. Dept. of Communicative Disorders. 29
Jun 1996
139p.; A product of the SKI-HI Institute's Project INSITE. For
the 1993 final
report, see ED 359 689.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC. Early
Education Program for Children with Disabilities.
Contract No: H024D20022
EDRS Price - MF01/PC06 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); NON-CLASSROOM
MATERIAL
(055)
Geographic Source: U.S.; Utah
Journal Announcement: RIEDEC96
This final report presents the outcomes of Project INSITE, a
family-centered home
intervention model designed to provide training to early
intervention/childhood
professionals working with infants and young children with
multidisability sensory
impairments and their families. In the INSITE model, an early
intervention
professional visits the home of a child with sensory impairments
and additional
disabilities to work with the family. Parents and the
professional work together
as team members in determining goals, writing/reviewing the
Individualized Family
Service Plan or the Individualized Education Program, carrying
out and monitoring
activities, and preparing for transition to school programs. The
report presents
information on the goals, objectives, and activities of the
project over the 3-year
grant period. The conceptual framework for the project is
discussed. A complete
description of the model, replication sites, dissemination
activities, and training
activities is provided. The methodological/logistical problems
that were faced and
how they were solved are reviewed. The evaluation findings of
the project are
presented, and data from a validation study are included
(1991-92, n=52 children;
1992-93, n=81 children; 1993-94, n=34 children). The project's
impact is noted and
future activities are discussed. Appendices include: sample
newsletters, a family
resource notebook, the INSITE Model overview, tables of contents
of a family resource
notebook and two volumes on the INSITE Program, a sample agenda
of an INSITE
workshop, an INSITE training format overview, and detailed INSITE
data reports.
Descriptors: Agency Cooperation; Cooperative Programs; *Deaf
Blind; Delivery Systems; Early
Childhood Education; *Early Intervention; Family Involvement;
*Family
Programs; Home Programs; Individualized Family Service Plans;
Infants; *Multiple
Disabilities; *Outreach Programs; Parent Education; Preschool
Education;
*Professional Development; Program Effectiveness; Program
Implementation; Program
Validation; Teaching Models; Teamwork; Technical Assistance;
Toddlers; Transitional
Programs
Identifiers: *Project INSITE (Deaf Blind)
EJ540923 EC615476
Supporting Early Childhood Inclusion: Lessons Learned through a
Statewide Technical
Assistance Project.
Wesley, Patricia E.; Buysse, Virginia
Topics in Early Childhood Special Education, v16 n4 p476-99 Win
1996
Theme Issue: Research and Practice in Early Intervention.
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
(141)
Journal Announcement: CIJAUG97
Describes Partnerships for Inclusion, a North Carolina
statewide project providing
technical assistance (TA) to communities as they develop and
coordinate inclusive
services for infants, toddlers, and preschoolers with
disabilities and their families.
Outlines the model's development, the project's core services,
strategies for
promoting systems-level change to support inclusion, and a
framework for evaluating
TA services.
Descriptors: Agency Cooperation; *Disabilities; Early Childhood
Education;
Evaluation Methods; *Inclusive Schools; Infants; *Models; Program
Development;
Program Evaluation; *Social Integration; State Programs; Systems
Approach; *Technical
Assistance; Toddlers
Identifiers: *North Carolina; *Partnerships for Inclusion NC
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