A State System Framework for High-Quality Early Intervention and Early Childhood Special Education

Autor/inn/en	Kasprzak, Christina; Hebbeler, Kathleen; Spiker, Donna; McCullough, Katy; Lucas, Anne; Walsh, Sharon; Swett, Judy; Smith, Barbara J.; Kelley, Grace; Whaley, Kathy T.; Pletcher, Lynda; Cate, Debbie; Peters, Mary; Ayankoya, Betsy C.; Bruder, Mary Beth
Titel	A State System Framework for High-Quality Early Intervention and Early Childhood Special Education
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 2, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419831766
Schlagwörter	Early Intervention; Special Education; Preschool Education; Preschool Children; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Program Evaluation; Systems Approach; Governance; Educational Finance; Accountability; Educational Quality; Standards; Stakeholders; Program Improvement + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Programme evaluation; Programmevaluation; Systemischer Ansatz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Verantwortung; Quality of education; Bildungsqualität; Standard
Abstract	The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01