Title: The Evidence For Preschool Inclusion - Oregon Department of Education
Type of the resource: Handbook/Guide/Manual
Funded by: Oregon Department of Education
Authors: Bruce S. Sheppard, Mandy Stanley, M.A.
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
To understand basic principles of early childhood inclusion;
Learn about model inclusion programs;
Access good early childhood inclusion resource.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Workshop Handbook to help teachers in Early education how to promote inclusion in the classroom.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Basic Principles of Preschool Inclusion;
So What’s The Big Deal About Social Outcomes?;
What Having A Friend In Preschool
Means For Later In Life Success;
It’s Not Magic. Here is what friends do for each other;
Benefits for Typically Developing
Children;
Myths that Stand in the Way of Inclusion;
Inclusion Intervention Models;
Model 1: Embedded Instruction;
Predictable, Comprehensible
Routines;
Model 1 Examples;
Transdisciplinary Service Model is a
Model 1 Strategy;
Model 2: Peer‐Mediated Strategies;
Model 2 Example;
Model 3: Teacher‐led using stories;
Model 3 Example;
Peer Inclusion Behaviors;
Resources from the ECTA Center;
Federal Resources.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.oregon.gov/ode/educator-resources/2016fallconference/preschoolinclusion.pdf
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