ECED3044-Learning Environment

ACEI Global Guidelines Assessment (GGA\f \( Third Edition An Earl\b Childhood Care and Education Program Assessment adapted from the G lobal G uidelines for the e ducation and c are of \founG c hildren in the 21 st c entur\f 2 c ontents Introduction ...................\1..................\1..................\1..............3 Procedures...................\1..................\1..................\1................. 5 Area .1\f . Environment .and .P\bysical .Space ...................\1..................\1.7 Area .2\f . Curriculum .Content .and .Pedagogy ...................\1.............11 Area .3\f . Early .C\bild\bood .Educators .and .Caregivers ..................\1..15 Area .4\f . Partners\bips .Wit\b .Families .and .Communities ................18 Area .5\f . Young .C\bildren .Wit\b .Special .Needs ...................\1............ 22 GGA .Assessment .Summary ...................\1..................\1........ 26 Download a free copy at www.acei.org (click on Global G\C\bidelines) Available in m\bltipl\Ce lang\bages. a ckno\bledGments The ACEI Global Guidelines Assessme\(nt (GGA\f represents the culmination of\( efforts by many people across the world. We want to thank th\(e more than 80 early ch\(ildhood professionals from 27 countries wh\(o participated in various phases of instrument development, includin\(g those who identified the qual\(ities essential fo\(r early childhood \(quality across all cultures; who developed the initial\( instrument; who translated the ins\(trument into nine la\(nguages; who served as research coordinators for pilot\( studies in numerous countries; and who reviewed reliability and validity data to ap\(prove these revised guidelines.\( 3 introduction The ACEI Global Guidelines Assessme\(nt (GGA\f provides a systematic\( method for observing quality in ea\(rly childhood care and education programs. The GGA is \(designed to assist\( early childhood p\(rofessionals in ass\(essing and improving program quality. The revised GGA contain\(s 76 items across five subscales: (a\f Environment and Physical Space, (b\f Curriculum Content \(and Pedagogy, (c\f Early Childhood Educators and Caregivers, (d\f Partnerships With Families and Commun\(ities, and (e\f Young Children With Special Needs. Quality indicators \(on the GGA are based on the Global Guidelines for Education and Care in the 21st Cent\(ury, developed in 1999 by more than 80 early ch\(ildhood professionals from 27 countries at\( a joint symposium\( hosted by the Association \(for Childhood Education International (ACEI\f and the World Organization for Ea\(rly Childhood Education (OMEP\f. The\( Global Guidelines are grounded in the belief that all\( children are entitled to basic\( human rights and \(the opportunity to develop within a safe\( and secure environment that values and respects individual\( differences. In 2003, the GGA wa\(s first published an\(d included 98 indi\(cators across the five areas of program quality list\(ed above. At that time, a for\(mal process was put in p\(lace by the ACEI Global Guidelines Task Force for translating\(/ adapting the GGA u\(sing the consensus\( method (see Geisinger, 1994\f to help ens\(ure its integrity as\( it began to be used\( more extensively across the world. d evelopment of the GGa From 2003-06, formal and informal pilot testing of the GGA occurred in China, Colombia, Guatemala, Kenya, Korea, Hong Kong, India, Macau, Mexico, Peru, United States, and Venezuela. In 2006, an international working group of the ACEI Global Guidelines Task Force used this feedback to revise the GGA to 88 items. At that time, a cover page was added with space for recording demographic information about the participants. The five subscales remained the same. During 2007-08, a reliability and validity pilot study was conducted. This study involved six sites across four countries: Guatemala, Taiwan, United States, and People’s Republic of China. The questions investigated the reliability and validity of the GGA across the sites and countries as well as for each site; the patterns of similarities and differences in program services by type of informant, site, country, and total sample; and whether these comparisons supported the use of the GGA in general and across country and site differences. Overall, the results indicated the GGA was a viable option for understanding and improving program quality in the four countries and, potentially, worldwide. 4 GGa—t hird e dition In 2010-11, a final \(analysis of these \(data using the Ras\(ch model was condu\(cted in order to determine t\(he structure for the revised GGA. The Rasch analysis \(compared the patterns of\( respondents’ ratings on the v\(arious items in ea\(ch subscale and provided Wright maps that presented “corrected” person measures (the number answering each item wi\(th same rating\f and\( “corrected” item calibrations\( in Log Odds Units. When a number of it\(ems distribute at t\(he same level, it is likely t\(he items are measuring simila\(r constructs and so can be \( removed without compromising the instrument. After this \(analysis, 12 items\( on the GGA were removed and another sev\(en items were reworded to reduce redundancy. This third edition of the G\(GA was approved by the ACEI Global Guidelines Task Force in April 2011. It contains 76 item\(s across the five program areas. h o\b t o u se t hese G uidelines Please keep in mind\( that specific markers of how a standard is met may vary from nation to natio\(n. Although the GG\(A includes a general rating sca\(le (excellent to inadequ\(ate\f, educators wil\(l need to determin\(e their own methods of meas\(uring the attainme\(nt of indicators in relation to their o\(wn nation’s policies and com\(munity practices a\(nd settings. ACEI encourages edu\(cators to use thes\(e resources either to desi\(gn new early childhood \(programs or improve existing programs. Samples of how the Assessment h\(as been used: • To identify and the\(n develop parenting classes on \(child development and other\( family activities\(. • To train preservice teachers atte\(nding university programs on elements\( of quality programs and how to assess program effectiveness. • To help guide professionals who ar\(e creating new early childhood \(care and education pr\(ograms. • To help guide professionals about q\(uality indicators \(for services for children with disabilitie\(s. f or a ssistance in u sinG t hese G uidlines c ontact : Belinda Hardin, Ph.D. at [email protected] Doris Bergen, Ph.D. at [email protected]\(hio .edu 5 p rocedures General .Guidelines 1. Each item is asses\(sed in two ways: You must provide (1\f a rating r\(anging from “inadequate” to “excellent” and (2\f examples \(to support each rating. 2. Please keep in mind\( that you are rating the entir\(e program. Item .Rating .Guidelines The following scale should \(be followed when selecting \(a rating: Excellent = Always observed Good = Mostly observed Adequate = Sometimes observed Minimum = Occasionally observed Inadequate = Never observ ed Examples .Supporting .Ratings . It is very important that you give examples that su\(pport your ratings. Here are some samples: AREA 1, Item 5: The environment provides children with a sense of\( well-being, belonging\(, security, and freedom from fear. Rating Adequate Example Supporting Rating: The children are sometimes greeted by the teachers who\( have some positive and some negativ\(e interactions with the children. Rating Good Example Supporting Rating: The children are almost always gr\(eeted by the teachers and\( experience positi\(ve interactions wit\(h adults and other children most days. AREA 3, Item 36: Educators/Caregivers work collaboratively and in partnership with othe\(rs. Rating Inadequate Example Supporting Rating: Each teacher pla\(ns the educational\( program without inte\(raction with other\( teachers. Rating Excellent Example Supporting Rating: A team of teache\(rs in the program plans activi\(ties together and \(two or more teachers share leading learning\( activities. AREA 5, Item 74: Adaptive equipment and ma\(terials are provided to children with special ne\(eds in the program. Rating Good Example Supporting Rating: There is a variety of adaptive equipment and ma\(terials that mostl\(y meets the indivi\(dual needs of chil\(dren with disabilities or oth\(er special needs. Rating Minimum Example Supporting Rating: There are very few materials or equ\(ipment that can be \(individually adapt\(ed for children with special ne\(eds. d emoGraphic i nformation 1..Country .__________________\1__________________\1__________________\1__ . .2.. .Date .Completed .__________________\1__________________\1____ 3..Your .Sc\bool/Center .Name __________________\(__________________\(__________________\(__________________\(__________________\(_________ 4..Your .Name . . . __________________\1__________________\1__________________\1__________________\1__________________\1__________________\1__ 5..Gender .......... Female Male 6..Current .Position .......... Director/Principal/Supervisor .......... Assistant Director .......... Teacher .......... Parent Other (e.g., Assista\(nt Teacher , Psychologist\f ________\(__________________\(__________________\(__________________\(____ 7..Lengt\b .of.time .in.t\bis .position .in.t\bis .program? .......... _____ years .......... _____ months 8..Lengt\b .of.time .in.t\be .early .care .and .education .profession? .......... _____ years .......... _____ months 9...Hig\best .educational .level .completed .......... Primary School .......... Some Secondary or High School Secondary or High School Diploma/GED \( Some college, ___ y\(ears 2-Year or Associate’s College D egree Early Childhood\( Diploma/Certificate Bachelor’s D egree Some Graduate Coursewor k, ___ years Master’s degree Doctoral degree Other (specify\f ____\(__________________\(________________ Please .indicate .t\be .time .you .began .and .ended .t\be .assessment. . GGA .Start .Time .__________________\1__ . . GGA .End .Time .__________________\1__ 4/7/11 6 7 a rea 1: e nvironment and p h\fsical s pace The young child’s learning environment must be phys\(ically and psychologically safe.\( Physical safety inc\(ludes the need to \(protect the child fr\(om health hazards that prohibit the child’s ability to learn \(and develop. The need to address the child’s psychological safety \(implies that the o\(verall environment should instill a s\(ense of belonging a\(nd well-being for all c\(hildren. The physical sp\(ace should be organ\(ized to provide a variety of learning\( experiences for all children of different races, gender, ethnicity, or special needs\(. Resources within this en\(vironment should reflect the cultural\( experiences and traditions of the \(children and families us\(ing the program. Overall, this safe e\(nvironment should empo\(wer the child by providing opportunities for exploration, play, and practicing l\(ife skills. Subcategory\f .Environment .and .P\bysical .Space 1. The environment and physical space are free from hazards, including unsafe equipment, pollution, and violence.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 2. The environment provides basic sanitation, safe and nutritious food, potable water, and adequate ventilation. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 3. Educators/caregivers create a calm and peaceful social/emotional classroom. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 4. The environment promotes good health practices (e.g., personal hygiene, including washing of hands). Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 8 5. The environment provides children with a sense of well-being, belonging, security, and freedom from fear.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 6. Children and educators/caregivers experience times of laughter and joy throughout the day together.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Developmentally .Stimulating .Environment 7. There are opportunities for frequent and positive child-child and child-adult interactions. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 8. The environment stimulates children to play, explore, and discover. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 9 9. There are opportunities for children to engage in active indoor and outdoor play.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 10. There is a balance of time for free play and structured activities.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 11. There are a variety of materials that promote problem solving, critical thinking, and creativity for children with different abilities. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 12. The outdoor space and play equipment provide a variety of movement possibilities. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 13. The outdoor environment contains opportunities for extension of play, such as gardening and other activities in natural habitats. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 14. The space is effectively organized so that materials for play and artistic expression are readily accessible to the children.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 15. The indoor environment contains materials for children to construct their own play things. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 16. The outdoor environment contains materials for children to construct their own play things. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 17. Children co-participate in planning and organizing the environment. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 10 11 a rea 2: c urriculum c ontent and p edaGoG\f Early childhood cu\(rriculum includes \(experiences, routines, and inter\(actions that occur\( in each child’s day in group settings (e.g.,\( schools, centers\f \( and in family care. Curriculum is a pla\(n that reflects the educati\(onal philosophy an\(d provides guidelines f\(or educators and c\(aregivers and the interactions between adults and chi\(ldren who carry out the plan. The\( child is at the h\(eart of the curriculu\(m. All children are competent and th\(eir learning must be rooted in experienc\(es appropriate to their d\(evelopmental levels and cultures. A quality earl\(y childhood curric\(ulum is focused on the whole child\( and considers phy\(sical, cognitive, linguistic, creative, and social/emot\(ional growth. The ultimate g\(oal of an early ch\(ildhood curriculum is to p\(roduce more competent, carin\(g, and empathic wo\(rld citizens. Subcategory\f .The .Curriculum 18. A curriculum plan exists for fostering children’s learning.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 19. Flexible, comprehensive plans are implemented that are oriented to the children, family, and cultural contexts. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .The .Content .of .t\be .Curriculum 20. The curriculum gives children the opportunity to master information and practice the skills that they need in order to function effectively in society. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 21. The curriculum emphasizes content that is connected to real world experiences.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 22. The children contribute ideas for planning curriculum activities. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Pedagogical .Met\bods 23. Educators/caregivers have a supportive teaching and caring relationship with children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 24. Educators/caregivers use positive language when speaking to children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 25. Educators/caregivers possess a basic understanding of pedagogical principles. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 12 13 Subcategory\f .Learning .Materials 26. Educators/caregivers use local materials as resources for teaching and learning.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 27. Curriculum materials and equipment are provided for ALL children that support creative learning experiences (e.g., art, dance) and maintain cultural integrity. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Assessment .of .C\bildren’s .Progress 28. Individual progress is shared with parents and families. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 29. The children are engaged in self-evaluation. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 14 30. Individual children’s learning processes and achievements are monitored systematically.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Evaluation .of .Programs 31. The program is evaluated regularly in regard to its overall contributions and relevance to children and the broader society.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 32. The program’s ability to meet local, regional, national, and international standards for excellence in education/care is evaluated comprehensively. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 15 a rea 3: e arl\f c hildhood e ducators and c areGivers Educating and carin\(g for young children are among the most i\(mportant and demanding\( responsibilities tha\(t an individual ca\(n assume. It is crucial that educato\(rs and caregivers possess appropriate characteri\(stics for assuming\( those responsibilities related to the developmental level of the children, and knowledge of effective programming. Subcategory\f .Knowledge .and .Performance 33. Educators/Caregivers demonstrate knowledge of child growth, development, and learning and are able to apply this knowledge to practice.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 34. Educators/Caregivers adapt the use of space, materials, and time to meet the needs of the children and the particular program. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 35. Educators/Caregivers communicate their professional knowledge to others. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 36. Educators/Caregivers work collaboratively and in partnership with others. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 16 37. Educators/Caregivers reflect on their individual practices and make appropriate changes.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Personal .and .Professional .C\baracteristics 38. Educators/Caregivers exhibit personal characteristics that demonstrate caring, acceptance, sensitivity, empathy, and warmth toward others. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 39. Educators/Caregivers respond to children who are experiencing distress in a comforting, supportive, and timely manner. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 40. Educators/Caregivers treat children with dignity and respect to support the development of their self worth. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 41. Educators/Caregivers are advocates for children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 17 Subcategory\f .Moral/Et\bical .Dimensions 42. Educators/Caregivers respect children, their culture, and family practices.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 43. Educators/Caregivers show courage in acting on behalf of children and speak up when necessary. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 18 a rea 4: p artnerships \b ith f amilies and c ommunities The care and education of\( children is a shared responsibility among\( the family, educators, caregivers, and the commu\(nity. Within the family a\(nd community, all participants share an ethical/moral\( responsibility to pr\(omote the optimum \(conditions for the\( well-being of childr\(en. Subcategory\f .Program .Policies 44. Program policies promote partnerships with families and community. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 45. Program policies provide support for families, either directly or through links with other community resources (e.g., agencies, specialists, community leaders). Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 46. Guidelines are established for parent participation and involvement in the program. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 47. Ongoing discussions/conferences with families about children’s progress and other concerns are communicated in understandable language. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate Subcategory\f .Moral/Et\bical .Responsibilities .and .Be\baviors 48. The program has procedures for protection of children from hazards or abuse.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 49. Program experiences foster self-esteem and self-confidence in all the children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 50. Moral/spiritual/ethical experiences in the curriculum reflect and promote values of individual families. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Training .and .Resources 51. Resources/Information is made available to families on aspects of child development and learning. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 52. Resources/Information is provided to family and community members about children’s health care and nutrition. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 19 53. Educational materials and/or information sessions suitable for the community, culture, and geographic location are made available to families.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 54. Materials/strategies ensure participation of families with diverse characteristics (e.g., cultural, linguistic, ethnic, or socioeconomic). Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Transition .of .C\bildren .From .Home .to .t\be .Program 55. Children and families can visit the program before starting to attend it. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 56. Information on expected child behaviors in the program and child achievements in the curriculum is disseminated to families. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 57. Connections between home and program are encouraged and maintained. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 20 21 Subcategory\f .Opportunities .for .Family .and .Community .Participation 58. Opportunities are provided for families and community representatives to observe program activities.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 59. Collaboration is established with families and community representatives for program planning, management, and evaluation. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 60. Families and community representatives participate in the decision-making process. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 61. Parent/Family volunteer opportunities to assist in the classroom and contribute expertise are provided (e.g., making materials, leading activities). Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 62. Support is provided for families in need. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 22 a rea 5: \f ounG c hildren \b ith s pecial n eeds Children with special ne\(eds are those with impai\(rments, disabilitie\(s, illnesses, risk\(s associated with \(developmental delay, or exceptional abilities/talents. \(In order to develop to their pote\(ntial, these child\(ren require support services beyond those that are considered sufficient for the development of their \(typically developing peers. The \(special needs may \(be due to a wide variety of factors \((e.g., poverty, poor nutrition, \(or biological conditio\(ns\f. Children’s special needs ma\(y range from those requiring minimal a\(ttention to those \(requiring extensive modifications and/or services. The concept \(of special needs i\(s socially constructed; because every society is uniqu\(e, each will develop its own meaningful concept of special\( needs, identify g\(aps in services, and develop a service plan. Accessible and equit\(able services for ALL chil\(dren can make a positive and lasting diffe\(rence that decreases the need for\( special services. Subcategory\f .Access .and .Equity .of .Services 63. Both female and male children have equal access and equal opportunities in types and levels of support and services. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 64. Children from low-income groups have access and equal opportunities to those of high income groups. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 65. Children have access and equal opportunity irrespective of their religious, ethnic, language, or cultural affiliation. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 23 66. Children with disabilities and other special needs have equal access and equal opportunities in types and levels of program services.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 67. Information about the program is communicated to all groups in the community. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ Subcategory\f .Common .P\bilosop\by .and .Common .Aims 68. A team of parents of children with disabilities, program staff, and/or other specialists works together to meet a particular child’s needs. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 69. There is an identified person in charge of planning, coordinating, and monitoring the delivery of services for children with disabilities. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 24 Subcategory\f .Staff .and .Service .Providers 70. A staff member and/or specialist in the program has skills to identify special needs of children or a professional with those skills is available.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 71. Staff members and/or specialists individualize, adapt, and modify to meet the individual educational or care needs of children with such needs.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 72. Staff members and/or other specialists establish ongoing relationships with parents/ guardians and families in meeting the needs of their children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 73. Staff members have opportunities to communicate their recommendations to officials who make decisions and laws about child care/ education services. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate 25 Subcategory\f .Service .Delivery 74. Adaptive equipment and materials are provided to children with special needs in the program.Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 75. Services are delivered within an inclusive environment of special needs children and non- special needs children. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________ 76. Families of children with special needs are involved in decision-making, planning, delivery, and assessment of services. Examples Supporting Rating ____________________________________ ____________________________________ ____________________________________ ____________________________________  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate  excellent  good  adequate  minimum  inadequate GGA .Assessment .Summary . . . . . Program .Area SuccessesNeedsGoals area 1: e nvironment and ph\fsical space area 2: c urriculum c ontent and pedaGoG\f area 3: e arl\f c hildhood educators and c areGivers area 4: p artnerships \bith families and c ommunities area 5: \f ounG c hildren \bith special n eeds 26