EASI congratulates Educational Equity for this project. Clearly good
preparation for science and math begins very early.
Norman Coombs nrcgsh@rit.edu
Educational Equity Concepts, Inc,
Title: PLAYTIME IS SCIENCE FOR CHILDREN WITH DISABILITIES
Project Abstract
This project is building on and expanding Playtime is Science, EEC's
early childhood, hands-on, parent/child science activity program,
providing a major focus on the needs and capabilities of children with
disabilities. Playtime is Science has been piloted in schools and
community-based settings at four national sites with funding from the
NSF, the Toyota USA Foundation, and the Dewitt Wallace-Readers Digest
Fund. During this pilot, Playtime is Science was found to be effective
for children with disabilities. The sample, however, was small and
further development is needed to adapt the program successfully in a
variety of settings, and to test the activities with children with a
wider range of disabilities.
The goals of Playtime is Science for Children with Disabilities are (1)
to increase the ability of teachers, staff and parents to motivate and
empower children with disabilities in grades pe-K through the third grade
to develop their science skills in a supportive environment; (2) to help
children with disabilities build on their strengths and develop
confidence and skill in science; and (3) to provide opportunities for
parents of these students to become involved in their children's early
science learning.
Specific objectives are: (1) to pilot test and adapt the activities in
inclusive and special education settings; (2) to build science skills
based on the problem-solving abilities already developed by many children
with disabilities; (3) to conduct training in program facilitation for
teacher, staff and parents; (4) to develop, field test, and publish a
Facilitator's Guide; (5) to institutionalize the program in
participating sites; (6) to disseminate project results and materials;
(6) to conduct ongoing evaluation.
EEC will work with teachers, staff, parents and children in three
different types of setting in New York City: (1) four early elementary
public school classrooms inclusive of children with and without
disabilities; (2) three early childhood programs, including an inclusive
Head Start center, a special education program serving children with a
range of disabilities, and a child development center serving pre-school
children with visual impairments; and (3) a large, inclusive after-school
program.
By fostering positive science experiences, and by increasing parent and
staff expertise in enthusiasm for and encouragement of science
activities, this project will enable children with disabilities to gain
confidence and skills which will help them succeed in science. By
acknowledging and building upon the individual strengths of children with
disabilities, it will create an inclusive environment that says "science
is for everyone".
Award # HRD-9700047
P.I.: Merle Froschl
Educational Equity Concepts, Inc,
114 East 32 Street, Suite 701
New York, NY 10016
212/725-1803
E-mail: 75507.1306@compuserve.com
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