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This final report discusses the activities and outcomes of a project that addressed three challenges to improving outcomes for young children with disabilities: (1) a current and thorough synthesis of the knowledge base, (2) the effective translation and dissemination of this information for families, practitioners, and administrators, and (3) an understanding of policy and systems change support necessary to implement and sustain high quality services. In Phase 1, the knowledge base was synthesized by critically reviewing the extant literature, gathering the subjective views of 388 stakeholders, and synthesizing this knowledge base into 240 recommended practices. In Phase 2, the project developed and disseminated products in preferred formats for maximum suitability, prepared and field-tested products, disseminated the recommended practices nationwide, and provided regional and national training. In Phase 3, the project identified and incorporated training and systems change strategies to establish sustainable change in the quality of services for young children with disabilities and their families. The project also prepared six peer reviewed manuscripts for publication and video and Web-based products to accompany the print products produced in Phase 2. Appendices include: Figures; Literature Review Coding Forms; Manuscripts; Products, Web Site and Training; and Focus Group Recommendations. (Contains 17 references.) (CR)

This final report describes the objectives, activities and outcomes of a federally funded initiative to train and assist early childhood interagency teams in a model of planning systems and services for all young children, including children with disabilities and other special needs. The project is based on the value of stakeholder ownership in decision making. A key requirement asked of communities and state planners is to agree to establish a planning team of policy-level individuals including administrators, parents, practitioners, education agencies, childcare, Head Start and others. The project then assists the team to establish a shared goal or vision; assess policies and resources; develop action plans; target resources; and evaluate implementation. The unique systems-level focus of the training and technical assistance provided increases the ability of interagency teams to create coordinated systems of early childhood services, improve communication, blend resources so that all children can be together in inclusive settings, and make scarce resources go farther. The report includes information about each replication site's stakeholders, vision, objectives and final products. Also provided is a bulleted list of lessons learned, information about the project's dissemination activities and evaluation outcomes, and copies of four final documents produced by the project. (Author/SG)

This document provides information on how internal or external facilitators can support early intervention teams in promoting meaningful change in their communities. The information presented is derived from a federally funded project that provided training and technical assistance to local early intervention interagency teams. The project's purpose was to facilitate the establishment of local collaborative teams to work on challenges associated with putting in place a long-term vision for systems change to achieve inclusive, quality, comprehensive early care and education services to young children birth through 5 (or up to age 8) and their families. The project provided a facilitator to work with local community teams for approximately six sessions, after which, it was hoped, the team would be self-sustaining. The paper begins with an overview of evidence-based change and team development theories. It then provides a description of a model for facilitation through five developmental stages of change: (1) current context; (2) change initiation; (3) growing competence, confidence, and commitment to change; (4) full change implementation; and (5) desired change now current context. In the descriptions of these five developmental levels, reference is made to various activities that the facilitator can use with the team. (Contains 10 references.) (CR)

This document provides information on tasks, tips, and tools derived from a federally funded project that provided training and technical assistance to local early intervention interagency teams. The project's purpose was to facilitate the establishment of local collaborative teams to work on challenges associated with putting in place a long-term vision for systems change to achieve inclusive, quality, comprehensive early care and education services to young children birth through 5 (or up to age 8) and their families. The tasks, tips, and tools presented in this paper address: (1) deciding why to collaborate; (2) recruiting collaborative team participants; (3) conducting the organizational meeting; (4) creating an effective structure for the team's operation; (5) creating a shared community vision grounded in the community's current context; (6) developing action plans to achieve the vision; (7) methods for implementing collaborative decisions, plans, policies, and procedures; and (8) tracking and evaluating collaborative efforts. Tasks and tips compose the first half of the document. The second half provides various tools that are referenced in the tasks and tips sections. Tools include formats for organizing and running effective meetings and instructions for team activities such as assessing the community context, visioning, and action planning. (CR)

This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include: (1) an emphasis on the provision of early intervention services in natural environments; (2) participation of preschool children with disabilities in appropriate activities; (3) access to the general education curriculum; and (4) a change in the definition of supplementary aids and services that makes it clear that these non-special education and related services are to be provided if necessary to successfully include a child with disability in general education settings and/or the general education curriculum. The report contains two tables that outline inclusion provisions in the IDEA early intervention program and in the preschool program. It also emphasizes that while IDEA contains provisions indicating a preference for inclusion for infants and toddlers and preschoolers with disabilities, implementation strategies at the state and local levels will play an important part in actualizing that preference. (CR)