UIC Child & Family Development Center Projects
Our researchers work in partnership with scholars from around
the country, parents, educators, administrators, and community
practitioners to study ways to improve the lives of children
and families. Read about their work on this website. You can
download some of their products, presentations, and papers,
or contact them via email to learn more about their work.
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Chicago Early Intervention Project (2004-2008)
The Chicago Early Intervention Project (CEIP) is a federally
funded model demonstration project that provides early intervention
services to families of infants and toddlers with developmental
delays. A primary goal of this project is to gather information
on the effectiveness of a routines-based, triadic approach to
intervention in natural environments. The project is adapting
and evaluating the effectiveness of the Family Guided Routines-Based
approach developed at Florida State University (Woods &
Goldstein, 2003; Woods, Kashinath, & Goldstein, 2004).
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Effects of Inclusive Class Membership on Peers without Disabilities
(2002-2005)
A frequent concern about students with disabilities in general
classrooms is that their presence will be detrimental to other
students (McGregor & Volgelsburg, 1998). This project investigated
in 9 schools in 3 states. These schools shared a commitment
to inclusive educational practices.
The purpose of the study was to address the question: Does inclusive
class membership affect the learning outcomes of peers without
disabilities? If so, how? Observational data were collected
by trained observers to determine the learning opportunities
and engagement of students with and without disabilities.
- Download the Abstract
- Executive summary of our findings PDF
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Increasing the Use of Family-Centered Practices in Early Intervention
Through Participatory Program Evaluation, Training, and Technical
Assistance
A substantial body of research now exists that supports the
benefits of using family-centered practices in early intervention
and preschool programs for young children with disabilities
and their families. We are developing, implementing and evaluating
an outreach program that begins with the assessment of the current
status of family-centered practices using a participatory (Cousins
& Earl, 1992) or empowerment (Fetterman, 1994) evaluation
approach.
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Products from previously funded external projects
Below are products we developed with support from U.S. Department
of Education/ Office of Special Education Programs to disseminate
findings about inclusive education, systems change, and/or early
intervention. Please feel free to download and disseminate these
products to individuals or groups who may find this information
helpful in their work. Hard copies of these products can be
sent upon request (while quantities last).
Principal’s Project (H023D970520)
- The Reflective Principal PDF
- The Appointment Book PDF
- Building Level Indicators of Effective Practices PDF
Consortium on Inclusive Schooling Practices (H324K980001A)
- Pathways to Inclusive Practices PDF
- Determining Policy Support for Inclusive Practices PDF
- Inclusive Schooling Practices: Pedagogical and Research Foundations. A synthesis of the literature that informs best practices of inclusive schooling (available from Paul H. Brookes Publishing Co., Baltimore, MD)
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