A Formative Evaluation of Services for Children with Deaf-Blindness in Louisiana.

Autor/inn/en	Freeman, John A.; Teddlie, Charles
Titel	A Formative Evaluation of Services for Children with Deaf-Blindness in Louisiana.
Quelle	(1995), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Deaf Blind; Disability Identification; Early Intervention; Educational Practices; Elementary Secondary Education; Family Involvement; Infants; Information Needs; Information Systems; Needs Assessment; Parent Education; Preschool Education; Program Administration; Program Evaluation; Program Implementation; Staff Development; State Programs; Technical Assistance; Toddlers; Transitional Programs; Louisiana + Suchen Sie Ihr Suchwort? Mehrfach Behinderter; Bildungspraxis; Infant; Toddler; Toddlers; Kleinkind; Information need; Informationsbedürfnis; Bedarfsermittlung; Parents education; Elternbildung; Elternschule; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Regierungsprogramm; Technische Hilfe; Infants
Abstract	Evaluation results for 1993-94 are presented for a Louisiana program to increase family participation in educational services for children with deaf-blindness and to coordinate services with federal initiatives. The program involves student identification, family training, infant and toddler direct services, technical assistance, transition planning services, and systems change. The program evaluation resulted in development of various objectives, including: (1) organize project resources, including staff training; (2) improve identification of eligible children who are deaf-blind; (3) utilize a computerized system to track and maintain information on children referred for evaluation and special education; (4) increase the ability of families to access services for the child, aged birth to 22, who is deaf-blind, and for the family unit; (5) integrate infants and toddlers, aged birth to 2, into community programs and/or assist agencies to provide transition services for this population; (6) improve the provision of services in the least restrictive setting, ensure that the curriculum results in functional outcomes, and utilize published "best practices" standards to evaluate and revise intervention and educational programs; and (7) assist agencies to provide transition services for young adults with deaf-blindness. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC