Literaturnachweis - Detailanzeige
| Autor/inn/en | Freund, Maxine; Wald, Penelope J. |
|---|---|
| Institution | George Washington Univ., Washington, DC. Dept. of Teacher Preparation and Special Education. |
| Titel | Community Integration Project: Project CIP. An Early Education Program for Children with Disabilities. Final Report. |
| Quelle | (1995), (222 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Programs; Demonstration Programs; Disabilities; Early Childhood Education; Inclusive Schools; Inservice Teacher Education; Outreach Programs; Regular and Special Education Relationship; Staff Development; Team Training; Teamwork; Maryland; Virginia |
| Abstract | The Community Integration Project (CIP) was an outreach project implemented in four Virginia and Maryland school districts to support the inclusion of children with disabilities and their families in school and community early childhood programs. The project focused on the sharing of resources between local education agencies and school and/or community early childhood programs and on the development and support of early childhood inclusion teams. Four strategies were used to accomplish these objectives: (1) facilitate development of shared leadership between early childhood special and regular education programs; (2) build early childhood inclusion teams; (3) increase competencies of team members; and (4) assist teams in developing and implementing site-specific inclusion plans. During its 3-year period the CIP staff offered intensive training and technical assistance to approximately 320 professionals and paraprofessionals; hosted visits of professionals at model sites; sponsored three miniconferences on inclusion; published and disseminated an inclusion newsletter; disseminated project findings at state and national conferences; and submitted an article on inclusive instructional practices for publication. Project evaluation indicated that models of inclusion continually evolved over the 3-year period; concerns of professionals about inclusion decreased after training; children with and without disabilities demonstrated improved adaptive behaviors; and parents reported positive attitudes about inclusion. Nine appendices provide detailed evaluation materials, sample newsletters, and the article on instructional practices. (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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