Area 5 : Young Children with Special Needs
Assessing and Improving Program Services for Young Children with Special Needs Internationally
Dionne Sills Busio A. Fain Barker Dr. Belinda Hardin University of North Carolina at Greensboro
Presentation Overview
Introduction ACEI & the Global Guidelines Assessment (GGA) Area 5 : Young Children with Special Needs Wrap-Up and Questions
A Global Perspective Year
International Initiative
1994
The Salamanca Statement and Framework for Action on Special Needs Education Convention on the Rights of the Child (CRC) Dakar Framework for Action (Education for All/EFA) World Health Organization: International Classification of Functioning, Disability, and Health (ICFF) Millennium Development Goals (MDGs) Convention on the Rights of Persons with Disabilities (CRPD) Global Partnerships on Children with Disabilities (CPcwd) Early Childhood Development Task Force of GPcwd formed Post MDGs -- in process
1989 2000 2001 2005 2008 2012 2013 2015
Organization of the GGA
# Subcategories
# Items
Environment and Physical Space
2
17
Curriculum Content and Pedagogy
6
15
Early Childhood Educators and Caregivers
3
11
Partnerships with Families and Communities
5
19
Young Children with Special Needs
4
14
Total Number of Items
20
76
Assessment Subscale Areas
Scoring Guidelines Each item is assessed in two ways: (1) Assignment of a rating ranging from “inadequate” to “excellent” (2) Examples that support each rating
1. The environment and physical space are free from hazards, including unsafe equipment, pollution, and violence.
excellent good adequate minimum inadequate
Examples Supporting Ratings ____________________________________ ____________________________________ ____________________________________ ____________________________________
Purpose of GGA Study
What are the psychometric properties of the GGA when examined across countries as well as separately for each country?
What are the patterns of similarities and differences in program services by type of informant, country, and total sample?
When compared across countries, do the results support a single measure consistent with a global culture of early childhood program services as well as acknowledge distinctions in program quality reflective of country differences?
Methods
UNCG & Miami University – Lead PIs Local Research Site Coordinators Program data collection (20-30 programs/site, director/non-director/site) Quantitative analyzed at UNCG Qualitative analyzed at Miami University & University of Modena and Reggio Emilia Partner checks Report findings
GGA Research Partners Country China1 China2 Guatemala India Italy Mexico1 Peru1 Peru2 Thailand United States
Research Site Directors Nianli Zhou, Ph.D. Nianli Zhou, Ph.D. Albertina de Castañeda, M.Ed. Shreya Natu, M.Ed. Luciano Cecconi, Ph.D., Andrea Pintus, Ph.D. Tammy Ayala, M.Ed. Carmen Vásquez de Velasco, M.Ed. Carmen Vásquez de Velasco, M.Ed. Lin Moore, Ph.D. & Yaowaluk Suwannakhae, Ph.D. Dionne Sills Busio, M.Ed. & Sheri Grace, M.Ed.
Project Sample Programs (n= 270), Participants (n=530)
Country China 1 China 2 Guatemala India Italy Mexico 1 Peru 1 Peru 2 United States Total
Total Number Programs 40 31 39 18 23 30 32 27 30 270
Number of Participants Directors Non-Directors Total 41 31 39 18 23 30 32 27 30 271
37 29 39 15 22 29 32 27 29 259
78 60 78 33 45 59 64 54 59 530
Area 5: Young Children with Special Needs Mean by Country
5 4 3 2 1 0
Area 5: Young Children with Special Needs Area 5: Young Children with Special Needs 6 6 5 5
China 1 China 1 China 2 China 2 Guatemala Guatemala India India Italy Italy Mexico Mexico Peru 1 Peru 1 Peru 2 Peru 2 USA USA
4
4 3
3
2 2 1 1 0 sn63
sn64
sn65
sn66
sn67
Subcategory: Access and Equity of Services
sn68
sn69
sn70
sn71
sn72
sn73
sn74
sn75
sn76
sn66 sn64
sn65
sn67 sn66
sn67
Subcat 1
0 sn63
63. Both female and male children have equal access and equal opportunities in types and levels of support and services. 64. Children from low-income groups have access and equal opportunities to those of high-income groups. 65. Children have access and equal opportunity irrespective of their religious, ethnic, language, or cultural affiliation. 66. Children with disabilities and other special needs have equal access and equal opportunities in types and levels of program services. 67. Information about the program is communicated to all groups in the community.
sn64
Site sn65 sn63 China 1
4.11
4.09
4.21
3.53
2.93
3.77
China 2
4.75
4.82
4.7
4.37
3.72
4.47
Guatemala
4.28
4.33
4.64
3.36
3.92
4.10
India
4.37
4.32
4.38
3.5
3.61
4.03
Italy
4.95
4.82
4.93
4.93
4.04
4.73
Mexico
4.35
4.01
4.55
3.88
3.79
4.11
Peru 1
4.37
4.31
4.57
3.95
3.65
4.17
Peru 2
4.13
4.15
4.39
3.84
4
4.10
USA
4.84
4.66
4.75
4.46
4.43
4.62
Area 5: Young Children with Special Needs Area 5: Young Children with Special Needs
6 5
5
China 1
4.5
China 2
4
Guatemala China 1 India
4 3
3.5
China 2 Italy Guatemala Mexico India Peru 1 Italy Peru 2 Mexico USA Peru 1
3 2 2.5 1
2 1.5
0
Peru 2 sn63
sn64
sn65
sn66
sn67
sn68
sn69
sn70
1 sn71
sn72
sn73
sn74
sn75
sn76
USA
0.5
Subcategory: Common Philosophy and Common Aims 68. A team of parents of children with disabilities, program staff, and/or other specialists works together to meet a particular child's needs. 69. There is an identified person in charge of planning, coordinating, and monitoring the delivery of services for children with disabilities
0
Site
sn68
sn69
Subcat 2
sn68 China 1
3.43
sn69 3.01
3.22
China 2
3.46
3.05
3.25
Guatemala
2.09
2.07
2.08
India
2.74
2.87
2.80
Italy
4.66
4.11
4.38
Mexico
2.81
2.69
2.75
Peru 1
3.18
3.34
3.26
Peru 2
2.86
2.8
2.83
USA
4.18
3.74
3.96
Area 5: Young Children with SpecialArea Needs 5: Young Children with Special Needs
6
6
5
5
4
3
4
China 2
China 2
Guatemala
Guatemala
India
India
3
Italy
Italy
Mexico
Mexico
2
2
Peru 1
Peru 1
Peru 2
Peru 2
1
USA
USA
1
0
China 1
China 1
0
sn63 sn70
sn64 sn71
sn65
sn66 sn72
sn67
sn68
sn69
sn70
sn71
sn72
sn73
sn74
sn75
sn76
sn73
Subcategory: Staff and Service Providers 70. A staff member and/or specialist in the program has skills to identify special needs of children or a professional with those skills is available. 71. Staff members and/or specialists individualize, adapt, and modify to meet the individual educational or care needs of children with such needs. 72. Staff members and/or other specialists establish ongoing relationships with parents/guardians and families in meeting the needs of their children. 73.Staff members have opportunities to communicate their recommendations to officials who make decisions and laws about child care/ education services
Site
sn70
sn71
sn72
sn73
Subcat 3
China 1
2.76
3.26
3.76
2.64
3.10
China 2
2.8
3.98
3.96
2.9
3.41
Guatemala
2.53
2.51
3.24
3.13
2.85
India
3.06
2.63
2.93
2.61
2.80
Italy
4.62
4.84
4.75
4.18
4.59
Mexico
2.88
3.15
3.16
2.86
3.01
Peru 1
3.35
3.45
3.74
3.03
3.39
Peru 2
2.76
3.02
3.44
2.97
3.04
USA
3.68
4.12
4.56
3.3
3.91
Area 5: Young Children with Special Needs 6
Area 5: Young Children with Special Needs 5
6 China 1
4
5 4
3 3 2
1
2 1
China 2
China 1
Guatemala
China 2
India
Guatemala
Italy
India
Mexico
Italy
Peru 1
Mexico
Peru 2
Peru 1
USA
Peru 2 USA
0 0
sn63
sn64 sn74
sn65
sn66
sn67
sn68
sn69
sn75
sn71
sn72
sn73
sn74
sn75
sn76
sn76
Subcategory: Service Delivery 74. Adaptive equipment and materials are provided to children with special needs in the program. 75. Services are delivered within an inclusive environment of special needs children and non-special needs children. 76. Families of children with special needs are involved in decision-making, planning, delivery, and assessment of services.
sn70
Site
sn74
sn75
sn76
Subcat 4
China 1
2.96
3.41
3.16
3.17
China 2
3.25
3.85
3.17
3.42
Guatemala
1.95
2.54
1.81
2.10
India
2.25
2.61
2.35
2.40
Italy
4.51
4.8
4.25
4.52
Mexico
2.61
3.5
2.79
2.96
Peru 1
2.91
3.42
2.8
3.04
Peru 2
2.22
2.67
2.56
2.48
USA
3.46
4.21
4.3
3.99
Questions?
For additional information Belinda J. Hardin Dionne Sills Busio The University of North Carolina at Greensboro [email protected] [email protected] or www.acei.org
Dionne Sills Busio A. Fain Barker Dr. Belinda Hardin University of North Carolina at Greensboro
Presentation Overview
Introduction ACEI & the Global Guidelines Assessment (GGA) Area 5 : Young Children with Special Needs Wrap-Up and Questions
A Global Perspective Year
International Initiative
1994
The Salamanca Statement and Framework for Action on Special Needs Education Convention on the Rights of the Child (CRC) Dakar Framework for Action (Education for All/EFA) World Health Organization: International Classification of Functioning, Disability, and Health (ICFF) Millennium Development Goals (MDGs) Convention on the Rights of Persons with Disabilities (CRPD) Global Partnerships on Children with Disabilities (CPcwd) Early Childhood Development Task Force of GPcwd formed Post MDGs -- in process
1989 2000 2001 2005 2008 2012 2013 2015
Organization of the GGA
# Subcategories
# Items
Environment and Physical Space
2
17
Curriculum Content and Pedagogy
6
15
Early Childhood Educators and Caregivers
3
11
Partnerships with Families and Communities
5
19
Young Children with Special Needs
4
14
Total Number of Items
20
76
Assessment Subscale Areas
Scoring Guidelines Each item is assessed in two ways: (1) Assignment of a rating ranging from “inadequate” to “excellent” (2) Examples that support each rating
1. The environment and physical space are free from hazards, including unsafe equipment, pollution, and violence.
excellent good adequate minimum inadequate
Examples Supporting Ratings ____________________________________ ____________________________________ ____________________________________ ____________________________________
Purpose of GGA Study
What are the psychometric properties of the GGA when examined across countries as well as separately for each country?
What are the patterns of similarities and differences in program services by type of informant, country, and total sample?
When compared across countries, do the results support a single measure consistent with a global culture of early childhood program services as well as acknowledge distinctions in program quality reflective of country differences?
Methods
UNCG & Miami University – Lead PIs Local Research Site Coordinators Program data collection (20-30 programs/site, director/non-director/site) Quantitative analyzed at UNCG Qualitative analyzed at Miami University & University of Modena and Reggio Emilia Partner checks Report findings
GGA Research Partners Country China1 China2 Guatemala India Italy Mexico1 Peru1 Peru2 Thailand United States
Research Site Directors Nianli Zhou, Ph.D. Nianli Zhou, Ph.D. Albertina de Castañeda, M.Ed. Shreya Natu, M.Ed. Luciano Cecconi, Ph.D., Andrea Pintus, Ph.D. Tammy Ayala, M.Ed. Carmen Vásquez de Velasco, M.Ed. Carmen Vásquez de Velasco, M.Ed. Lin Moore, Ph.D. & Yaowaluk Suwannakhae, Ph.D. Dionne Sills Busio, M.Ed. & Sheri Grace, M.Ed.
Project Sample Programs (n= 270), Participants (n=530)
Country China 1 China 2 Guatemala India Italy Mexico 1 Peru 1 Peru 2 United States Total
Total Number Programs 40 31 39 18 23 30 32 27 30 270
Number of Participants Directors Non-Directors Total 41 31 39 18 23 30 32 27 30 271
37 29 39 15 22 29 32 27 29 259
78 60 78 33 45 59 64 54 59 530
Area 5: Young Children with Special Needs Mean by Country
5 4 3 2 1 0
Area 5: Young Children with Special Needs Area 5: Young Children with Special Needs 6 6 5 5
China 1 China 1 China 2 China 2 Guatemala Guatemala India India Italy Italy Mexico Mexico Peru 1 Peru 1 Peru 2 Peru 2 USA USA
4
4 3
3
2 2 1 1 0 sn63
sn64
sn65
sn66
sn67
Subcategory: Access and Equity of Services
sn68
sn69
sn70
sn71
sn72
sn73
sn74
sn75
sn76
sn66 sn64
sn65
sn67 sn66
sn67
Subcat 1
0 sn63
63. Both female and male children have equal access and equal opportunities in types and levels of support and services. 64. Children from low-income groups have access and equal opportunities to those of high-income groups. 65. Children have access and equal opportunity irrespective of their religious, ethnic, language, or cultural affiliation. 66. Children with disabilities and other special needs have equal access and equal opportunities in types and levels of program services. 67. Information about the program is communicated to all groups in the community.
sn64
Site sn65 sn63 China 1
4.11
4.09
4.21
3.53
2.93
3.77
China 2
4.75
4.82
4.7
4.37
3.72
4.47
Guatemala
4.28
4.33
4.64
3.36
3.92
4.10
India
4.37
4.32
4.38
3.5
3.61
4.03
Italy
4.95
4.82
4.93
4.93
4.04
4.73
Mexico
4.35
4.01
4.55
3.88
3.79
4.11
Peru 1
4.37
4.31
4.57
3.95
3.65
4.17
Peru 2
4.13
4.15
4.39
3.84
4
4.10
USA
4.84
4.66
4.75
4.46
4.43
4.62
Area 5: Young Children with Special Needs Area 5: Young Children with Special Needs
6 5
5
China 1
4.5
China 2
4
Guatemala China 1 India
4 3
3.5
China 2 Italy Guatemala Mexico India Peru 1 Italy Peru 2 Mexico USA Peru 1
3 2 2.5 1
2 1.5
0
Peru 2 sn63
sn64
sn65
sn66
sn67
sn68
sn69
sn70
1 sn71
sn72
sn73
sn74
sn75
sn76
USA
0.5
Subcategory: Common Philosophy and Common Aims 68. A team of parents of children with disabilities, program staff, and/or other specialists works together to meet a particular child's needs. 69. There is an identified person in charge of planning, coordinating, and monitoring the delivery of services for children with disabilities
0
Site
sn68
sn69
Subcat 2
sn68 China 1
3.43
sn69 3.01
3.22
China 2
3.46
3.05
3.25
Guatemala
2.09
2.07
2.08
India
2.74
2.87
2.80
Italy
4.66
4.11
4.38
Mexico
2.81
2.69
2.75
Peru 1
3.18
3.34
3.26
Peru 2
2.86
2.8
2.83
USA
4.18
3.74
3.96
Area 5: Young Children with SpecialArea Needs 5: Young Children with Special Needs
6
6
5
5
4
3
4
China 2
China 2
Guatemala
Guatemala
India
India
3
Italy
Italy
Mexico
Mexico
2
2
Peru 1
Peru 1
Peru 2
Peru 2
1
USA
USA
1
0
China 1
China 1
0
sn63 sn70
sn64 sn71
sn65
sn66 sn72
sn67
sn68
sn69
sn70
sn71
sn72
sn73
sn74
sn75
sn76
sn73
Subcategory: Staff and Service Providers 70. A staff member and/or specialist in the program has skills to identify special needs of children or a professional with those skills is available. 71. Staff members and/or specialists individualize, adapt, and modify to meet the individual educational or care needs of children with such needs. 72. Staff members and/or other specialists establish ongoing relationships with parents/guardians and families in meeting the needs of their children. 73.Staff members have opportunities to communicate their recommendations to officials who make decisions and laws about child care/ education services
Site
sn70
sn71
sn72
sn73
Subcat 3
China 1
2.76
3.26
3.76
2.64
3.10
China 2
2.8
3.98
3.96
2.9
3.41
Guatemala
2.53
2.51
3.24
3.13
2.85
India
3.06
2.63
2.93
2.61
2.80
Italy
4.62
4.84
4.75
4.18
4.59
Mexico
2.88
3.15
3.16
2.86
3.01
Peru 1
3.35
3.45
3.74
3.03
3.39
Peru 2
2.76
3.02
3.44
2.97
3.04
USA
3.68
4.12
4.56
3.3
3.91
Area 5: Young Children with Special Needs 6
Area 5: Young Children with Special Needs 5
6 China 1
4
5 4
3 3 2
1
2 1
China 2
China 1
Guatemala
China 2
India
Guatemala
Italy
India
Mexico
Italy
Peru 1
Mexico
Peru 2
Peru 1
USA
Peru 2 USA
0 0
sn63
sn64 sn74
sn65
sn66
sn67
sn68
sn69
sn75
sn71
sn72
sn73
sn74
sn75
sn76
sn76
Subcategory: Service Delivery 74. Adaptive equipment and materials are provided to children with special needs in the program. 75. Services are delivered within an inclusive environment of special needs children and non-special needs children. 76. Families of children with special needs are involved in decision-making, planning, delivery, and assessment of services.
sn70
Site
sn74
sn75
sn76
Subcat 4
China 1
2.96
3.41
3.16
3.17
China 2
3.25
3.85
3.17
3.42
Guatemala
1.95
2.54
1.81
2.10
India
2.25
2.61
2.35
2.40
Italy
4.51
4.8
4.25
4.52
Mexico
2.61
3.5
2.79
2.96
Peru 1
2.91
3.42
2.8
3.04
Peru 2
2.22
2.67
2.56
2.48
USA
3.46
4.21
4.3
3.99
Questions?
For additional information Belinda J. Hardin Dionne Sills Busio The University of North Carolina at Greensboro [email protected] [email protected] or www.acei.org
