Note: This site looks better when viewed with a newer browser that supports Web standards, but it is accessible to any browser.
  Skip Navigation Links
Link to NECTAC Home Page

  Contacts  | IDEA  | Clearinghouse  | EC Projects  | Publications  | Topics  | BIENVENIDOS
 
 INCLUSION HOME  | Overview  | Federal Policies  | State Policies  | National Organizations  | ERIC Resources  | Research  | Meetings  | Key Resources  | Projects  | Funding  | State Collaboration  | National Collaborations  | Personnel Development  | Bibliography Database  | Family Corner
Home

Research to Practice Summit

Printer-friendly Page

CONTACT US

 CONTACTS
  º NECTAC Staff
  º Contact Finder
  º Map Finder
  º Projects Finder
  º Part C
  º ICC Chairs
  º Section 619
  º OSEP
  º Links to Groups

BIENVENIDOS - en español

NECTAC CLEARINGHOUSE

PUBLICATIONS

QUICK LINKS TO TOPICS

SITE MAP
 

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
The study provided an opportunity to address a number of questions within each component.

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).

Links on this site are verified monthly. This page content was last updated on 10/11/2007 CF.
   Bobby WorldWide Approved Section 508
 Level A conformance icon, W3C-WAI Web Content Accessibility Guidelines 1.0
About Our Site |  Contact Us |  Site Map/Search |  The Web Team |  Comments?