Evaluation Use in Program Planning for Handicapped Preschoolers in Rural Areas.

Autor/inn/en	Anderson, Betty N.; Bower, JoAnn C.
Titel	Evaluation Use in Program Planning for Handicapped Preschoolers in Rural Areas.
Quelle	(1986), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Development; Delivery Systems; Disabilities; Educational Benefits; Educational Needs; Outcomes of Education; Parent Attitudes; Parent Participation; Parent Teacher Cooperation; Preschool Education; Program Descriptions; Program Effectiveness; Program Evaluation; Rural Education; Special Education; State Programs; Student Transportation; Teacher Attitudes; Louisiana + Suchen Sie Ihr Suchwort? Kindesentwicklung; Auslieferung; Handicap; Behinderung; Bildungsertrag; Educational need; Bildungsbedarf; Lernleistung; Schulerfolg; Elternverhalten; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Ländliche Erwachsenenbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Regierungsprogramm; Schulbus; Lehrerverhalten
Abstract	The Louisiana Department of Education provides formalized preschool programs for handicapped children in 65 public schools, with 40 of those programs serving sparsely populated areas. The statewide program was evaluated from January 1985 to June 1986 using a multiple-model research design that included data collection via 39 program visits, 59 class observations, 570 surveys/questionnaires, 1,020 personal interviews with program personnel and parents, 303 class profiles, and 606 student profiles. Findings that have implications for program planning in rural areas centered around the child, the program, and the expected outcomes of the program. Transportation of children to and from school was identified as a major problem. Teachers reported that 54% of the children traveled 1 hour or more per round trip and 14% traveled as much as 2 hours per day. Greater parent involvement was seen as a need by 68% of the teachers responding. Half of the supervisors noted difficulty recruiting therapists. Parents and kindergarten teachers of children who had attended a handicapped preschool program gave positive evaluations of the program. While immediate efficacy of the early intervention program can be documented by the broad-based outcome measures used in this study, the long-term effects must be addressed by a longitudinal study. (JHZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC