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| Autor/inn/en | Kendrick, Martie; Poulin, Nancy |
|---|---|
| Titel | Assessing Quality Inclusive Child Care Placements for Young Children with Special Needs. |
| Quelle | (2002), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Agency Cooperation; Disabilities; Early Childhood Education; Early Intervention; Evaluation Methods; Inclusive Schools; Professional Training; Program Evaluation; Special Needs Students; Young Children; Maine |
| Abstract | As part of a program to increase the quality and availability of inclusive childcare and early childhood education in Maine, the University of Maine in Orono developed an instrument to assess inclusive child care programs. Eight of the 16 Child Development Services sites in Maine's early intervention system participated in developing and implementing the instrument. Many lessons were learned: Glossaries, definitions, and examples clarify the text of the assessment instrument; including all stakeholders builds trust; be clear on what needs to be measured and on outcomes; include all relevant skills, even if it means bringing in outside expertise. Good negotiation and conflict resolution skills are needed to maintain an ongoing relationship with early childcare professionals; and underlie systemic issues such as class size and levels of staff education and pay affect program quality. It is important for early intervention staff to clarify common goals and responsibilities before proceeding with staff development plans. The availability of quality, developmentally appropriate childcare programs is essential in the expansion of good inclusive early child care environments. A series of workshops was created in response to the action plans developed from implementation of the assessment instrument. Training needs were identified and addressed through this process. Tying the assessment recommendations to these workshops resulted in increased collaboration and greater likelihood of continuous improvement. The field test of this instrument resulted in improved relationships between the early childhood and early intervention communities and an increased availability of inclusive developmental therapy placements. (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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