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ERIC Number: ED231925
Record Type: RIE
Publication Date: 1983-Feb
Pages: 18
Abstractor: N/A
Reference Count: 0
Supplementary Services for Handicapped Students Early Childhood Language-Centered Intervention Program. O.E.E. Evaluation Report, 1981-82.
Tobias, Robert; And Others
The Early Childhood Language Centered Intervention Program of the New York City Public Schools was designed to provide classroom instruction and transportation for preschool children with primary and secondary speech/language handicaps, and to train parents to participate in the education of these children. Using individual education plans (IEPs), the program focuses on language development, and attempts to enhance cognitive, perceptual-motor, and social-emotional skills. In 1981-82, the program served 97 children in four sites. Visits were made to the sites to evaluate program facilities, staffing, instruction, parent involvement activities, and staff inservice training, while the number of IEP objectives mastered by each pupil were tallied to determine pupil achievement. Results indicated that 90 percent of the pupils attained the criterion objective of at least one IEP objective mastered in each of the areas of language communication, cognition, early living activities, and social behavioral skills. In addition, pretest and posttest comparisons of scores on teacher administered Learning Accomplishment Profiles showed significant growth in fine motor skills, cognition, language, and gross motor ability. (MJL)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Identifiers: Early Childhood Language Centered Intervention; Education for All Handicapped Children Act; New York City Public Schools
Note: Funded by the Education for All Handicapped Children Act, Part B.