Research to Practice Summit

Inclusion for Preschool Age Children: A Collaborative Services Model ¹

• by Mary Beth Bruder
• Investigator
• Division of Child & Family Studies
• University of Connecticut Health Center, Farmington

This project developed, implemented and evaluated a model of collaborative and inclusive early childhood services within an urban school district for young children with disabilities and their families. Three types of collaboration are emphasized:

• Interagency collaborations to assist in policy development for both local and statewide planning
• Service delivery collaborations focus on the adoption of recommended early childhood intervention practices within the public schools preschool special education program, the Head Start program and the day care programs
• Family collaborations focus on the adoption of policies and practices to increase the involvement of families across early childhood programs

Findings

1. Case study methodology was used to gather information about the agencies participating in the project.
2. Training was provided to 189 teachers (across agencies) during 56 sessions covering 28 topics.
3. Forty-three children with moderate to severe disabilities participated in inclusive classrooms as facilitated by project staff. An additional 142 children who had IEPs were provided technical assistance by the project staff in order to enhance their intervention and participation in inclusive settings.

Implications

Collaborative relationships form the basis of quality service for all children.

¹ Presented at the Research to Practice Summit, July 30-31, 1998, Washington, D.C., sponsored by the National Early Childhood Technical Assistance System in collaboration with the Early Childhood Research Institute on Inclusion and the U.S. Department of Education's Office of Education Research and Improvement (OERI).