Connecticut Preschool Special Education Needs Assessment. NIEER Technical Report

Autor/inn/en	Friedman-Krauss, Allison; Garver, Karin; Nores, Milagros; Li, Zijia; Whitman, Charles
Institution	National Institute for Early Education Research
Titel	Connecticut Preschool Special Education Needs Assessment. NIEER Technical Report
Quelle	(2020), (84 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Students with Disabilities; Individualized Education Programs; Needs Assessment; Student Needs; Preschool Children; Program Content; Inclusion; Academic Standards; Curriculum; Student Evaluation; Faculty Development; Preschool Teachers; Best Practices; Leadership; School Districts; Child Care Centers; Classroom Environment; School Policy; Equal Education; Educational Policy; Related Services (Special Education); Program Development; Family Involvement; Referral; Teacher Role; School Readiness; Kindergarten; State Standards; Mentors; Program Implementation; Screening Tests; Class Activities; Accessibility (for Disabled); Connecticut + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Bedarfsermittlung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Programmgestaltung; Inklusion; Curricula; Lehrplan; Rahmenplan; Schulnote; Studentische Bewertung; Erzieher; Erzieherin; Kindergärtnerin; Führung; Führungsposition; School district; Schulbezirk; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Klassenklima; Unterrichtsklima; Schulpolitik; Politics of education; Bildungspolitik; Programmplanung; Lehrerrolle; Readiness for school; School ability; Schulreife; Screening-Verfahren; Accessibility; Zugänglichkeit
Abstract	The National Institute for Early Education Research (NIEER) conducted a needs assessment to understand and describe early childhood services for preschool-age children with an Individualized Education Program (IEP) in the state of Connecticut. In collaboration with the Connecticut State Department of Education (CSDE), NIEER developed survey protocols to collect information about the quality of the environments in which 3-, 4-, and 5-year-old preschoolers in Connecticut receive services as part of their IEP. This report provides a statewide representative picture of the state of preschool programs in which children with IEPs are served in CT. It summarizes the findings of the needs assessment. In particular, the report focuses on preschool program characteristics, the least restrictive environment (LRE), the development of IEPs, engagement with the CT Early Learning and Development Standards (ELDS), curriculum practices, assessment, and professional development. Overall, the report highlights areas of strong alignment to best practices and areas that would benefit from additional professional development across preschool programs in CT. (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01