WorldCat Identities

Handicapped Children's Early Education Program (U.S.)

Overview
Works: 50 works in 142 publications in 1 language and 2,241 library holdings
Genres: Periodicals  Directories  Handbooks and manuals 
Classifications: LC4031, 371.90973
Publication Timeline
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Most widely held works about Handicapped Children's Early Education Program (U.S.)
 
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Most widely held works by Handicapped Children's Early Education Program (U.S.)
Directory( )

in English and held by 201 WorldCat member libraries worldwide

Overview and directory( )

in English and held by 105 WorldCat member libraries worldwide

Effects of family-oriented intervention with young handicapped children on indicators of parental stress by Tess Bennett( Book )

4 editions published between 1983 and 1988 in English and held by 84 WorldCat member libraries worldwide

Twenty-one families participated as members of experimental or control groups in a study which investigated the effects of family-oriented intervention on the stress level of families with young handicapped children (average age 2 years) whose impairments were primarily developmental delay or cerebral palsy. Parents completed the Parenting Stress Index (psi) upon entrance to the program and again after 6 months. Systematic family-oriented intervention provided to the experimental group included transdisciplinary assessment, development of an individualized education program for each child, free-play observation of parent and child, assessment of family needs, an individualized family plan, sessions with a family therapist, crisis counseling as needed, and optional participation in parent and sibling groups. Post-intervention psi scores for the experimental group indicated a significant decrease in stress related to the child's adaptation and demandingness, while parental perception of child mood was significantly improved. Psi scores for the comparison group did not change over the 6-month period. (Author/JW)
Common outreach indicators by Glendon Casto( Book )

5 editions published between 1985 and 1988 in English and held by 81 WorldCat member libraries worldwide

A Classroom-home language intervention program for preschool children "at risk" for language/learning disabilities by Paul E Quin( Book )

4 editions published between 1986 and 1990 in English and held by 81 WorldCat member libraries worldwide

The Children's Language Institute Preschool Project developed a successful classroom-home language intervention program for mildly to mildly-to-moderately language-impaired preschool children. An overview of the project, its rationale, and its results in terms of positive change in families and children are described. This volume is designed to assist others in replicating the project in public settings, and contains the following chapters: "The Pragmatics Revolution: The Theoretical Basis for Moving Therapy from the Clinic Cubicle to the Classroom," (Judith Bergman); "Selecting the Population," (Bergman); "Social and Emotional Development of the Preschool Child," (Barbara Zellan); "Interacting with Preschool Children in Groups: Guidelines for Understanding and Managing Behaviors," (Mary Ann Gianni); "Preparing the Preschool Classroom: The Use of Space, Furniture and the Arrangement of Learning Materials," (Gianni); "Choreographing Language Therapy in the Preschool Classroom," (Bergman); "Guidelines for Implementing the Parent Home Visit and Support Programs," (Zellan and Bergman); and "Results of the Project: Positive Change in Families and Children," (Quin, Bergman, Zellan). Approximately 200 sample lesson plans are provided to illustrate specific examples of the integration of language remediation targets into preschool activities. The lesson plans focus on structured language lessons, arts and crafts, circle time activities, cooking, music, science, story time, theme areas, and theme days and weeks. (Jdd)
Guide for referral and case coordination for young children in hospital settings by Cordelia Robinson( Book )

4 editions published between 1986 and 1990 in English and held by 79 WorldCat member libraries worldwide

The Early Referral and Follow-up Project of the University of Nebraska Medical Center was designed to facilitate developmental assessment and intervention with long-term or repeatedly hospitalized children from birth to 3 years of age. Developmentally delayed children, handicapped children, and children at risk for delays were eligible for services. A major project activity involved assisting in the referral and transition of children from the hospital into appropriate services in their local school districts, accomplished through consultation with hospital and school district staff and through follow-up services. Evaluation services available to clients included developmental, speech, physical therapy, and occupational therapy assessments. Detailed procedures are outlined for implementing referrals from the hospital setting to schools, accompanied by planning forms for assessment of family needs. Appendixes, which constitute the bulk of the document, include: (1) a list of organizational resources that offer assistance and information to disabled children and their families in the areas of alternative care options, child care, counseling, social services, funding, housing, income tax, recreation, speech and hearing, and transportation; (2) lists of Nebraska pediatric occupational and physical therapists, Headstart programs, and dentists willing to treat handicapped patients; (3) funding resource materials; (4) reading materials on such subjects as hospital discharge planning, psychological testing of disabled children and alternatives for community living; (5) toll-free telephone numbers for specific service organizations; and (6) related pamphlets. (JDD)
Un buen comienzo = A good beginning program (UBC) : final report, July 1, 1984 through December 31, 1987 by Mary Sue Metrey( Book )

4 editions published between 1987 and 1990 in English and held by 79 WorldCat member libraries worldwide

The final report describes Un Bien Comienzo, a 3-year model demonstration project which provided early intervention services for infants at risk and young children with mild/moderate disabilities who have working parents and are in day care. The project is a program of Rosemount Center (Washington, D.C.), a multicultural, bilingual day care center for infants and young children which serves a mixed socioeconomic neighborhood with a majority of Hispanic families. Among major program accomplishments were providing the only bilingual assessment and intervention team in day care for infants and children in the Washington, D.C. area, accommodating working parents by offering on-site child treatments, and successfully integrating a special education model component into a day care program. Topics addressed in the report include need for the program, program description (multidisciplinary service team, bilingual assessment and intervention services, technical support and training), evaluation procedures, program accomplishments (including the development of two manuals for family day care providers and one for program replication), and efforts toward program continuation and expansion. The bulk of the document consists of three appendices: external evaluation reports for each project year, an internal evaluation report, and sample individual evaluation reports on five children served by the program. (JW)
Children's Language Institute Preschool Placement Test (CLIPPT) by Paul E Quin( Book )

4 editions published between 1986 and 1990 in English and held by 78 WorldCat member libraries worldwide

The Children's Language Institute Preschool Placement Test (clippt) identifies children, aged 2.6 to 4 years, with mild to moderate language/learning deficits, to determine which children would benefit from a language intervention preschool program. The test is presented in three sections: (1) the Informational Manual which provides theoretical and statistical information on standardization, administration, scoring, and materials necessary to administer the test, and lists guidelines for successfully testing the young child and for keeping young children on task; (2) the Procedural Manual which is to be used with the Test Record Form during administration; and (3) the Test Record Form which is used to document single item responses, along with worksheets for score analysis and interpretation. The clippt evaluates language processing and production in the areas of pronouns, prepositions, color recognition, adjectives, personal data, semantics and expressive language, following directions, body parts vocabulary, morphology, story narration, pragmatics, numeration, irregular verbs, and two-step directions. Phase I provides a quick instrument to identify preschoolers with language impairment, regardless of degree. Phase ii is administered to students who fail Phase I and is used to more clearly delineate those who are "at risk" for developing debilitating language/learning problems from those with more severe language impairments. (Jdd)
Putting the pieces together : making interagency collaboration work by Jan Morgan( Book )

4 editions published between 1985 and 1990 in English and held by 78 WorldCat member libraries worldwide

The manual suggests steps, procedures, best practices, and key concepts to create and maintain successful interagency collaboration in the delivery of services to preschool handicapped children. Considered are the concept of collaboration, the rationale for its development, and a means of assessing a community to determine the needs and potential benefits. The manual then suggests and describes the use of the "preschool interagency council" as a model to achieve effective collaboration. The model is described in terms of both the processes and attitudes involved. (Author/DB)
Cultural diversity awareness inventory by Gertrude B Henry( Book )

4 editions published between 1986 and 1988 in English and held by 77 WorldCat member libraries worldwide

Cultural Diversity Awareness Inventory (CDAI) is a self-examiniation designed to assist the user in looking at his/her own attitudes, beliefs and behavior towards elementary school children of culturally diverse backgrounds. The intended users are elementary educators (classroom teachers, paraprofessionals, therapists, specialists) involved in direct services to elementary school children
Infant-toddler screening guide( Book )

4 editions published between 1985 and 1988 in English and held by 77 WorldCat member libraries worldwide

A professional challenge : working with multi-problem families by Ann Taylor Carson( Book )

4 editions published between 1986 and 1988 in English and held by 76 WorldCat member libraries worldwide

The manual for professionals working with multi-problem families was developed by Project iintact which provided home-based services to families with young children who were developmentally delayed or at risk of developmental delay. Three groups of high risk families were served: those in which one or more parents is mentally retarded, those families with serious psychosocial difficulties, and families in which the mother is an unmarried minor. The manual suggests strategies for dealing with the following problems within the family: (1) poor self concept of the mother, (2) gaps in essential parenting knowledge, (3) social isolation, (4) health concerns, (5) poor communication skills, (6) lack of motivation, (7) socioeconomic problems, (8) poor nutrition, (9) family violence, and (10) alcoholism and substance abuse. Problems between the family and home visitor are also discussed and include hostility, distrust, and fear of outsiders; language and cultural differences; and non-compliance (such as missed appointments). Also noted are problems of the home visitor including turf protection against other service providers, fear about visiting families in hazardous urban areas, and professional burn-out. (Db)
Making integration work : a guide to integrating handicapped and nonhandicapped preschool children by NM Albuquerque Special Preschool( Book )

4 editions published between 1985 and 1989 in English and held by 75 WorldCat member libraries worldwide

Developed by the staff of the Albuquerque Integration Model (Project AIM Outreach), the guidelines present a framework for organizing and conducting an integrated classroom for handicapped and nonhandicapped preschoolers. AIM is reviewed in terms of its conception of placement along a continuum of less restrictive environments. Guidelines center on four program aspects: (1) preparation (staffing, curriculum choice); (2) placement (placement of handicapped children and selection of nonhandicapped children); (3) planning and implementation strategies (educational assessment, individualized education plans, classroom rules, the environment, classroom planning, schedules, play, classroom strategies); and (4) parent/professional partnerships. Appended material includes an overview of selected criterion-referenced tests and criteria for integrating mainstreaming handicapped children in the form of a checklist. (CL)
The integration of handicapped and non-handicapped infants and toddlers : a guide for program development by Linda Gil( Book )

4 editions published between 1984 and 1988 in English and held by 75 WorldCat member libraries worldwide

The guide is intended to aid the integration of normally developing children and children with handicaps into one early childhood program. An introductory chapter describes the Northwest Center Infant and Toddler Development Program in Washington and chronicles initial philosophical, educational, and programatic considerations. Each subsequent chapter addresses major service components of the program: services to children in the integrated or mainstreamed program; methods for integrating; therapies in an integrated early childhood program; nursing services; home-based programming and nutrition services; family involvement; staff training; and transition procedures. Each component is examined in terms of rationale, service provision, suggested strategies for implementation, evaluation, budget considerations, and a reference list. (CL)
Effects of family-oriented intervention on home environment variables with young handicapped children by Tess Bennett( Book )

4 editions published between 1986 and 1989 in English and held by 75 WorldCat member libraries worldwide

Effects of family-oriented early intervention on the home environment were explored in a 6-month study of 23 handicapped children (ages birth to 5) and their families, who participated as members of an experimental or control group. The Home Observation for Measurement of the Environment (home) Inventory was administered to evaluate differences in home environment variables before and after systematic family-oriented intervention. Intervention provided to the experimental group included transdisciplinary assessment and development of an individualized education program (iep); free-play observation of parent and child; assessment of family needs and development of an individualized family plan; sessions with a family therapist; and optional participation in parent and sibling groups. Families carried out play and learning activities at home between weekly intervention visits. As measured by home Inventory, maternal involvement, availability of play materials, and overall home environment ratings significantly increased for the experimental group. Scores for the comparison group did not change over the 6-month period. (Author/JW)
Standards for excellence : recommendations for preschool special education teacher competencies in New York State : building for the future by Ruth F Gold( Book )

5 editions published between 1983 and 1988 in English and held by 69 WorldCat member libraries worldwide

The report is designed as a guideline for preservice and inservice teacher education programs and the New York local education agencies providing preschool services to handicapped children. A set of competencies was reviewed, rated and discussed by professionals in the field at two workshops and in consultation with preschool program administrators. Competencies are listed for eight major areas (sample subtopics in parentheses): (1) personal qualities of teachers (warm and positive behavior); (2) knowledge of child development (integrated knowledge of child growth and development sequences); (3) knowledge of early childhood special education (legislation, impacts on the family); (4) identification, screening, and referral (due process and procedural safeguards); (5) assessment (preparation of written reports); (6) individual educational programs (iep) and placement (effective work with parents); (7) curriculum (development and selection of appropriate materials); and (8) instruction and management (use of the iep to plan instruction and implementation of the iep in the classroom setting). (Cl)
An introduction to planning local programs for young handicapped children : an information resource for local school system personnel, parents, and others by Pascal Louis Trohanis( Book )

4 editions published in 1985 in English and held by 59 WorldCat member libraries worldwide

Designed to help state administrators acquaint local educators and parents to the importance of short- and long-term planning for young handicapped children, the paper examines issues for local planning teams. An introductory section provides an overview of the challenge of working with young handicapped children. Five interactive planning activities are examined (sample subtopics in parentheses): (1) obtaining authorization; (2) using a planning team (coordinator's major tasks); (3) conducting a needs assessment (community, state, cultural, and national influences); (4) formulating philosophy and goals (early childhood, special education and related areas, multicultural education); and (5) delineating the intervention service (child services, family involvement, staffing, inservice education, community awareness and liasion, evaluation, financial and business affairs, and administration, management, and coordination). A reference list is included. (CL)
Criteria for integrating/mainstreaming handicapping [sic] children (criteria checklist) : report of research guide to completing the checklist( Book )

4 editions published between 1984 and 1988 in English and held by 55 WorldCat member libraries worldwide

Handicapped Children's Early Education Program : 1980-81 overview and directory by Daniel, Ed Assael( Book )

2 editions published in 1981 in English and held by 55 WorldCat member libraries worldwide

The document serves as a directory of projects supported by the U.S. Office of Special Education in the Handicapped Children's Early Education Program (hceep) and provides an overview of their activities. An introduction describes the hceep network. The overview summarizes the activities of the five types of hceep projects: Demonstration, Outreach and State Implementation Grant projects, Early Childhood Research Institutes, and technical assistance centers. A third section contains project written abstracts for each of the 178 hceep projects. Project abstracts appear alphabetically by city and state within the five project categories; and usually include information on project staff, funding sources, objectives, features, and products. A project listing section serves as a key to all projects, alphabetically listed by state; and an index provides a guide to the projects' pertinent characteristics (E.G., handicapping conditions of children served, parent activities offered, curricula used). (Sb)
Model preschool outreach project : annual report, 1981-1982 by Rebecca R Fewell( Book )

4 editions published between 1982 and 1988 in English and held by 54 WorldCat member libraries worldwide

 
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Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.53 (from 0.42 for Handicappe ... to 0.79 for HCEEP Outr ...)

Alternative Names
H.C.E.E.P.

HCEEP

United States. Handicapped Children's Early Education Program

United States. Office of Special Education. Division of Innovation and Development. Handicapped Children's Early Education Program

United States. Office of Special Education. Handicapped Children's Early Education Program

Languages
English (92)