Policy Analysis of Instructional Intervention and Decision Making in Early Childhood Special Education Programs. Research Report #13. Early Childhood Assessment Project.

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Policy Analysis of Instructional Intervention and Decision Making in Early Childhood Special Education Programs. Research Report #13. Early Childhood Assessment Project.
Quelle	(1986), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Comparative Analysis; Decision Making; Disabilities; Early Childhood Education; Educational Diagnosis; Handicap Identification; Individualized Education Programs; Intervention; Program Evaluation; Regional Characteristics; School Policy; Screening Tests; Special Education; Student Evaluation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pedagogical diagnostics; Pädagogische Diagnostik; Individualized education program; Individualisierendes Lernen; Programme evaluation; Programmevaluation; Regionaler Faktor; Schulpolitik; Screening-Verfahren; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung
Abstract	Findings related to instructional intervention and decision making from four in-depth ecological case studies were integrated and analyzed. The case studies focused on four early childhood special education (ECSE) programs that were characterized by a variety of approaches to ECSE decision making and by urban, suburban, and rural locations. The considerable variability found among the programs' intervention practices appeared to be influenced by demographic characteristics and available funds, program experience, and staff experience. Consistencies were seen across programs for team approaches to interventions, formulations of individualized education programs, and individualization of intervention practices. Trends affecting program effectiveness included availability of specialists, frequent change of program location, lack of formal evaluation of the intervention program, and relationship between ECSE efforts and those of regular education programs. (Author/CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01