Download or read book Attitudes and Perceptions of Early Childcare Professionals in Community based Programs in Regard to Inclusion of Children with Disabilities written by Catherine Parker and published by . This book was released on 2011 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine why early care and education facilities are not identified as inclusive. This study compared the differences in attitude toward inclusive programming among directors, preschool teachers, and infant/toddler teachers in early care and education facilities. This study addressed two questions in regard to the attitudes and perceptions of early childhood professionals. First, what are the attitudes of early childhood professionals toward advantages and disadvantages of inclusive classrooms and how their attitudes may differ depending on staff position? Second, what are the major obstacles identified by early childhood professionals to inclusive programming and how they correlate with the child's degree of disability? It was predicted that infant and toddler teachers would demonstrate more positive attitudes toward the advantages of inclusive classrooms than directors or preschool teachers. It was also predicted that the major obstacles to inclusive programming identified by early childhood professionals would correlate with the child's degree of disability. The limitations foreseen were that the study collected data only during a specified time from a sample group in a specific geographical area that was selected for convenience.--P. 2.

Download or read book Inclusion Works written by Faye Ong and published by Hippocrene Books. This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inclusion of Children with Disabilities in Private Preschool Programs written by Tamara S. Keller and published by . This book was released on 2001 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Integrating Young Children with Disabilities Into Community Programs written by Charles A. Peck and published by Brookes Publishing Company. This book was released on 1993 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to apply the lessons and theories of the past 15 years to the actual practice of integrating young children with disabilities into the mainstream community. Chronicles and evaluates the various research projects, programs, and models that have been and are being used. For professionals, graduates, and administrators in education and sp.

Download or read book Reform Inclusion and Teacher Education written by Christine Forlin and published by Routledge. This book was released on 2008-06-05 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.

Download or read book Educating College Students with Autism Spectrum Disorders written by Dianne Berkell Zager and published by Routledge. This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field's many unanswered questions.

Download or read book Let s be Friends written by Kristen Mary Kemple and published by Teachers College Press. This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes methods of support and intervention teachers can use to create social inclusion in preschool and the primary grades. Combining general early childhood education with special education, this unique volume explains a wide variety of strategies ranging from environmental arrangement, on-the-spot teaching, and cooperative learning, to more intensive, individually-targeted interventions for children experiences challenges and disabilities.

Download or read book Engaging Practitioners in Program Evaluation written by Sue Bainter and published by . This book was released on 2006 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Many early intervention teams are shifting their service delivery for children with disabilities from a child-focused model to one that focuses on strengthening the competence and confidence of the child's caregivers (parents, childcare providers, preschool teachers). The use of coaching strategies in a primary coach model of service delivery continues to evolve as a means of supporting young children who have disabilities in their natural home-community environments (where they and their families interact every day) (Shelden & Rush 2006). The early intervention team in this study felt their coaching strategies were making a difference; however, they had no systematic way to evaluate/document their efforts. Purpose: To engage early intervention practitioners in a program evaluation of their efforts toward implementation of intended coaching practices with caregivers of young children with disabilities. To examine the immediate effects of those coaching practices on caregivers' behaviors and gather evidence of practitioner-caregiver partnerships and desired caregiver competence and confidence. Setting: Home and preschool classrooms of subjects associated with a midsize public school district early intervention/special education program that provides home/community visits as a state-mandated service for children who have disabilities, ages birth to 5 years. Study Sample: Five early intervention practitioners including two speech therapists, three early childhood teachers and six caregivers. The data collection focused on six dyads and the interactions between the practitioner and the caregiver of a child who was enrolled in the public school early intervention/special education program. Intervention: Early Intervention practitioners meet weekly in the homes or classrooms of children's caregivers. Visits are jointly designed in terms of purpose, scheduling and frequency and practitioners aim to focus caregivers on the priority identified for their child/family. Coaching strategies are used to build a caregiver's ability to effectively involve their child in everyday learning opportunities and child/family interests to enhance the child's participation and development. All coaching interactions involve some amount of observation, reflection and joint planning, but also include discussion, demonstration, practice, problem solving, questions, and feedback. The practitioner and caregiver routinely assess the effectiveness of the coaching partnership and activities in light of their intentions and the child's progress (Hanft, Rush & Sheldon, 2004). Research Design: Descriptive; Other Quantitative; Control or Comparison Condition. Data Collection and Analysis: A meeting of all district-employed early intervention practitioners (n = 21) was used to solicit descriptions of perceived roles and program outcomes. Themes were identified and cross-referenced with principles of coaching generated from a statewide training that most of the practitioners had completed. The themes were then reframed by the evaluators using the literature on evidence-based practices in early intervention so as to develop a core of behavioral "success" indicators for both the practitioner and the caregiver. Six home/community visits/meetings were videotaped; each one involved the interactions between one practitioner and one caregiver. Follow-up telephone interviews were conducted with each practitioner and caregiver independently to determine each participant's satisfaction with the visit, their perception of their role, and the actions taken. The videotapes were watched independently by two evaluators using two-minute intervals to note (+/-) all behavioral indicators evidenced at least once in that time period for both the practitioner and the caregiver. Mean rate per minute calculations were used to compare behaviors of practitioners to caregivers and to compare behaviors of both in hobserved in community visits (2) which were both intervention planning meetings. Responses to post-visit Yes-No interview questions were noted as (+/-), with total number of positive responses divided by total number of questions asked to compute a percentage of positive responses per partner. A mean percentage was computed independently for the group of practitioners, and the group of caregivers observed across the six visits. Findings: Practitioners and caregivers were engaged, and perceived themselves to be engaged, during the visits with the most amount of practitioner and caregiver time in each dyad spent in collaboration/partnership building. The least amount of the practitioners' time was spent engaging caregivers in planned or spontaneous learning opportunities with the child or planning for next steps. Despite their eager engagement in developing a partnership with practitioners in each visit (sharing, asking questions), the caregivers' rates of active reflection behavior, problem-solving and generation of new ideas for their children's targets and learning opportunities were notably low as compared to the rate of practitioner behaviors aimed at promoting these caregiver behaviors (2 X more frequent). The practitioners engaged least in behaviors that encouraged caregiver engagement with the children during or after the visit; not surprising, the caregivers engaged in these actions very seldom during the visits. Practitioners and caregivers did not differ dramatically across the six dyads. Overall, practitioners promoted reflection more in home visits than in meetings and parent-caregivers were more likely than teacher-caregivers to practice new strategies or describe possible learning opportunities for the children. Conclusion: Because the EI team was engaged in the process of developing the behavioral "success" indicators used for coding the observed practitioner-caregiver interactions, the study provided meaningful information upon in light of their intentions. The results indicated that the five practitioners participating in this study were demonstrating efforts to engage the caregivers as partners, and encouraging them to reflect, problem-solve and identify child-learning opportunities. The caregivers involved show a willingness to partner in planning the focus for discussion or observation of their child, but demonstrated notably lower rates of action and participatory activities. Both the practitioners and caregivers perceived contributions to a partnership in their visits. Practitioners might benefit from greater focus/time spent on promoting caregiver-child interactions during or after the visits. However, it is not known from this study if these or current efforts are enough to effect change in the caregivers' behaviors or that of their child. References: Hanft, B., Rush, D. & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes. Shelden, M. & Rush, D. (2006, June). Personal Development: Facilitators' Summer Institute, Nebraska Department of Education, Lincoln. Citation: Bainter, S. & Marvin, C. (2006). Engaging practitioners in program evaluation: A preliminary report of perceptions and observations of practitioner-caregiver partnerships in early intervention. University of Nebraska-Lincoln. Appended are: (1) Practitioner Follow-Up Survey and Caregiver Follow-Up Survey; (2) Raw data resulting from team meeting January 2005; and (3) Practitioner Behavioral Indicators (to be observed in the practitioner and Caregiver Behavioral Indicators (to be observed in the caregiver. (Contains 2 tables.).

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder written by Yvonne Bruinsma and published by Brookes Publishing Company. This book was released on 2020 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder.

Download or read book Including Preschool Age Students with Disabilities written by Christine Bond and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: These early childhood providers also have a high level of confidence in their inclusive practices and skills, such as collaboration with families and service providers, environmental arrangement and using strategies for effective behavior management, to include young children with disabilities in their programs. However, these community based providers were less confident in their skills regarding services to young children with motor disabilities or augmentative communication needs. Finally, VPK administrators and lead teachers identified a need for skill development training in many areas related to including children with disabilities, including the development and implementation of Individualized Educational Plans, and effectively observing young children to assess their development skills and needs. Additionally, specialized areas of supporting young children with disabilities, such as positioning and familiarization with alternative methods of communication, were identified as the greatest need by the majority of the participants.

Download or read book Advancing Equity and Embracing Diversity in Early Childhood Education Elevating Voices and Actions written by Iliana Alanís and published by . This book was released on 2021-06-29 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them.

Download or read book Preschool Education Programs for Children with Autism written by Jan S. Handleman and published by . This book was released on 2008 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the first two additions of Preschool Education Programs (1994, 2001), more exciting advances, particularly the Applied Behavior Analysis (ABA), have arisen to benefit the special education of youngsters in school. Contributing to this 12-chapter edition are 11 scholar programs (Alpine Learning Center; ASCENT; Autism Center at the University of Washington; CABAS Program; Children's Unit at SUNY Binghamton; Douglass Developmental Disabilities Center; Groden Center; LEAP Program; Summit Academy Sussex Consortium; and Valley Program), answering a common set of questions concerning the treatment of very young children with Autism Spectrum Disorders, using a range of ABA technology. This book addresses educational settings including public, private and university-based programs in America. It is an especially valuable resource for parents, professionals and administrators who are in the process of developing programs for the preschool student. Topics discussed include: * Addressing problem behaviors, social skills, and play * Teaching speech and language through verbal behavior framework, visual supports, sign language, and other augmentative/naturalistic methods * Measuring outcomes of students * Conducting transition to school age programs * Determining a child's eligibility for admission and the diagnostic materials used

Download or read book Teacher Education in the 21st Century written by Maria Jose Hernández-Serrano and published by BoD – Books on Demand. This book was released on 2021-06-16 with total page 379 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the face of unprecedented disruption from the COVID-19 pandemic and the rapid acceleration of digital technologies, it is necessary to rethink the competences required by teachers for meeting new and flexible learning demands. Teacher training is an area constantly evolving along with emerging social challenges that are transforming educational institutions and agents. This book provides teachers with skills, innovative solutions, cutting-edge studies, and methodologies to meet education and training system demands. In our changing world, preparing teachers worldwide for the challenges and shifts of this era involves the opportunity to exchange theories, practices, and experiences such as those contained in this book.

Download or read book Early Childhood Inclusion written by Michael J. Guralnick and published by . This book was released on 2001 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comprehensively evaluates early childhood inclusion over the past 25 years. Based on their research and extensive experience, the authors examine benefits and drawbacks of inclusion, leading influences on inclusion, and issues that face children in different environments with different developmental challenges. The book shows professionals, instructors, and students in early intervention and early childhood education where inclusion is today and what they need to do to keep the field moving forward. The final chapter presents a national in-scope agenda for change - a framework of ideas for meeting challenges and achieving an agreed-upon set of principles and practices - in order to create optimal educational environments for all children.

Download or read book Analysis and Comparison of Provider Perspectives Following Training Focused on Supporting the Inclusion of Children with Disabilities in Childcare Programs written by Danielle M. Riser and published by . This book was released on 2018 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with Disabilities Education Act (IDEA) legislation in both Part C, infants and toddlers and Part B, children aged 3-21 mandate that children with disabilities be placed in the “natural environment” (Part C) or the “least restrictive setting” (Part B) (Individuals with Disabilities Education Act, 2004). While childcare centers are not required to comply with IDEA, they are required to offer reasonable accommodations for children and families with disabilities by the Americans with Disabilities Act (1990). The implication of these mandates is that many childcare providers in the U.S. work with children with disabilities in inclusive environments. Therefore, childcare providers need training and education that allows them to provide high quality services for children with disabilities. Currently, there is a lack of research on in-service community-based training opportunities that address inclusion for childcare providers. This paper aims to expand the current research base on this topic by analyzing administrative data describing childcare provider perspectives of training on the topic of inclusion in three different content areas: disability-specific training, training on challenging behaviors, and trainings that lead to a credential. The results suggest that the providers who complete training on the topic of inclusion are in some ways different from the larger population of providers when it comes to the auspice in which they work. Also, the content area of the training on inclusion may influence attendance and a provider’s reasons for attending. Finally, the results suggest a positive relationship between price and attendance in two content areas. Results are discussed in the bioecological framework, and possible implications are suggested.