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ERIC Number: ED477634
Record Type: RIE
Publication Date: 2003-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Early Childhood Inclusion Support Program: Incorporating Discrete Skills into Comprehensive Units for Learning.
Klein, Evelyn R.; Geiss, Dana; Kushner, Robin; Hill, Donna
This experimental study examined the Early Childhood Inclusion Support Program (ECIS).The program uses empirically-based procedures to support effective strategies of inclusion in preschool, including training for program collaboration and implementation through direct services to students and through support for teachers, and through curriculum-based inclusion practices using the Early Learning Program. During the 2001-2002 school year, ECIS was initiated in three preschool classrooms in a large urban school district. Three teachers were identified as experimental program teachers, and one matched classroom was identified as the control. In the experimental classes, teachers received 3 days of training prior to starting the program and on-site support during weekly collaborative meetings with project staff. Children received direct support twice weekly from ECIS trainers and once weekly from a speech-language specialist. Data indicated that ECIS was successful in assisting teachers to implement best practices in their classrooms. Students remained focused on specific learning objectives that were targeted to their individual learning needs. Preschoolers posted academic achievement gains from Fall to Spring, with those students receiving the program doubling their performance ability on the Early Learning Program classification/Communication Subtest, while the matched control class remained at preprogram levels. Students diagnosed with developmental delays in cognitive and speech-language domains made significant gains in both speech-language and classification/communication skills. Students receiving speech-language services within the classroom made gains in all 10 classification/communication areas and received scores similar to their non-delayed peers at posttest. Significant improvement was made on the Preschool Language Scale-3. The ECIS Program provided great benefits to young children who were typically developing as well as to those who were developmentally delayed. (Contains 12 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the 2003 American Educational Research Association (AERA) Annual Meeting (Chicago, IL, April 21-25, 2003).