ERIC ED358633: Statewide Systems Change Project for the Integration of Severely Disabled Students in California: The PEERS Project (Providing Education for Everyone in Regular Schools). Final Report.

1192 Pages·1993·24 MB·English

by  ERIC

DOCUMENT RESUME
ED 358 633
EC 302 196
AUTHOR
Campbell, Patrick; And Others
TITLE
Statewide Systems Change Project for the Integration
of Severely Disabled Students in California: The
PEERS Project (Providing Education for Everyone in
Regular Schools). Final Report.
INSTITUTION
California State Dept. of Education, Sacramento. Div.
of Special Education.
SPONS AGENCY
Office of Special Education and Rehabilitative
Services (ED), Washington, DC.
PUB DATE
[93]
CONTRACT
G0087C3058
1,404p.; For selected sections of the report, see EC
NOTE
302 197-200. Some reprinted materials in the
appendixes have several reproduction problems.
PUB TYPE
Descriptive (141)
Reports
Reports
Evaluative /Feasibility (142)
EDRS PRICE MF11/PC57 Plus Postage.
DESCRIPTORS
*Change Strategies; Compliance (Legal); Demonstration
Programs; *Disabilities; Elementary Secondary
Education; information Dissemination; *Mainstreaming:
Program Development; Program Effectiveness; Program
Implementation; *Severe Disabilities; Social
Integration; State Programs; State Standards;
Technical Assistance
IDENTIFIERS
California
ABSTRACT
This final report des,:ribes the PEERS (Providing
Education for Everyone in Regular Schools) Project, a 5-year
collaborative systems change project in California to facilitate the
integration of students with severe disabilities who were previously
served at special centers into services at regular schools and the
integration of students in special classes in regular schools into
general education. The project resulted in more than 3,000 students
with severe disabilities making the transition from special centers
to age-appropriate regular school sites and/or general education
classrooms. Other project outcomes included:
(1) development and
dissemination of 17 products; (2) training and technical assistance
to a total of 450 local education agencies (LEAs); and (3) revision
of pupil count and compliance review procedures to obtain better
integration data. Sixteen appendices include the following items,
among others: the PEERS Integration/Inclusion Needs Assessment; a
sample LEA plan; PEERS implementation site criteria for inclusive
programs; the PEERS consultant bank; and preservice course syllabi.
Appendices also include the following papers or articles: "Effective
Practices for Inclusive Programs: A Technical Assistance Planning
Guide" (M. Simon et al.); "Systems Change: A Review of Effective
Practices" (T. Karasoff et al.); "Curriculum Adaptation for Inclusive
Classrooms" (T. Neary et al.); "PEERS Guidelines for Full Inclusion"
(T. Neary et al.); "Parent Perceptions of Integration Transitions"
(M. F. Hanline and A. T. Halvorsen); "Integration of Students with
Severe and Profound Disabilities: A Review of Research" (A. Halvorsen
and N. Sailor); and "The Elementary School Principal's Role in the
Education of Students with Severe Disabilities" (G. Smith).
(DB)
FOR THE
STATEWIDE SYSTEMS CHANGE PROJECT
STUDENTS IN
INTEGRATION OF SEVERELY DISABLED
CALIFORNIA
THE PEERS PROJECT
REGULAR SCHOOLS
PROVIDING EDUCATION FOR EVERYONE IN
FINAL REPORT
Handicapped Children
Innovative Programs for Severely
U.S. Dept. of Education
Rehabilitation
Office of Special Education and
Grant number: G 0087C3058
U.S. DEPARTMENT Of EDUCATION
CFDA: 84.086 J
Office 01 Educational Rasearch and tmorovamont
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
ratlTMs document has bash raoroducao as
received from the parson or organization
Patrick Campbell
ohcanatmg
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Project Director
reproduction ouallty
PoIntS ()type., Or otamons staled on INS dOCu-
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Steve Johnson
Administrator, Statewide Programs Unit
Ann Halvorsen, Ed.D.
Tom Neary, M.A.
Coordinators
California Department of Education
Special Education Division
721 Capitol Mall
P.O. Box 944272
Sacramento, CA. 94244-2720
916-657-3567
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Abstract
PEERS Project
Providing Education for Everyone in Regular Schools
A statewide systems change project for the integration of students with
severe disabilities
Tom Neary
Ann Halvorsen, Ed.D.
Patrick Campbell
Regional
Regional
Director
Coordinator
Coordinator
Susann Terry-
Suzanne Gilbert
Steve Johnson
Gage
Project
Regional Coordinator
Administrator
Consultant
The PEERS Project has been a five year collaborative systems change
project through the California Department of Education in coordination with
California State Universities at Hayward and Sacramento, designed to
facilitate the integration of students with severe disabilities in California who
had been attending special centers, and later, the inclusion of students into
general education who had been attending special classes in regular schools.
This project also assisted in the improvement of the integration of students
already on regular school sites, and was instrumental in establishing full
inclusion programs in participating educational agencies. Over the course of
the project, more than 3000 students with severe disabilities made the
transition from special centers to age-appropriate, regular school sites and/or
general education classrooms. Implementation sites were developed in each
participating Special Education Local Plan Area (SELPA) or LEA. Multiple
1) Development and dissemination of 17
related outcomes occurred:
products including collaborative manuals with the California Research
Institute, book chapters, journal articles, research instruments, a week-long
inclusion institute training module, integration needs assessment process,
training and technical assistance were
implementation site listing;
2)
provided to 200 non PEERS local education agencies, which, combined with
250 PEERS LEAS resulted in a total project effort with 450 of the state's 1040
LEAS. Sixty-three other state, regional and local organizations were also
direct recipients of PEERS services, and information was disseminated
through conferences, workshops newsletters and related media to
approximately 181,000 individuals nationwide; 3) CDE pupil count and
Coordinated Compliance Review procedures were revised to obtain accurate,
meaningful data on integration, and 4) training, materials and technical
assistance were provided to the CDE Special Education Division to ensure
longevity of project efforts and continuity of support for statewide integration
systems change.
Further information of project activities and outcomes may be obtained from:
Steven Johnson
Administrator
Statewide Programs Unit
CDE
P.O. Box 944272
Sacramento, CA 94244-2720
[phone]
Regional Coordinators
Ann Halvorsen, Ed.D.
Tom Neary, M.A.
PEERS II Outreach PEERS II Outreach
Department of Educational Psychology
650 Howe Ave, Suite 300
Sacramento, CA 95825
CSU Hayward
Hayward, CA 94542
[phone]
[phone]
PEERS Project
Final Report
Table of Contents
Title Page
I.
Abstract
i
II.
vii
Goals and Objectives
IV.
Theoretical/Conceptual Framework
V.
Facilitating Locally Owned Change
A.
1
Increasing Awareness and Knowledge of Best Practice
B.
16
Description of the Model,
24
VI.
Activities and Participants
Component 1: SELPA Services
25
Integrated Implementation Site Network
Component 2:
27
Component 3:
Inservice to CDE
28
Collaboration with IHES
Component 4:
29
Component 5: Regular Ed-Special Ed Collaboration
31
Revision of Child Count Procedures
Component 6:
33
Dissemination
Component 7:
34
Evaluation
Component 8:
37
Methodological/Logistical
40
VII.
Problems and Resolution
Governance and Funding
A.
Departure of Southern Region Coordinator
44
B.
Project Evaluation
45
VIII.
Student Transitions
A.
45
Special Education Centers
46
B.
Specific Research Studies
46
C.
Inservice Training Data
60
D.
Consumer Data
1.
Additional impact beyond project participants
61
2.
Tables
vii
Project Objectives
1.
Inclusion: Driving Reform Effort
43
2.
Inclusion: Part of Overall Reform
44
3.
46a-b
Students Integrated in PEERS SELPAS
4.
Indirect Project Impact
46c
5.
47a
IEP Summary Data
6.
IEP Analysis by Program
50b
7.
Integrated Activities Analysis
50db
8.
Social Interactions Analysis
51b
9.
1992 Institute Evaluation
61a
10.
Mb
1991 Fall Conference Evaluation
11.
Non-PEERS LEAS
61c
12.
Organizations, Universities and Other Agencies
61d
13.
Figures
IEP Analysis by Integration Model
50a
1.
Integrated Activities Analysis
50c
2.
Social Interactions
51a
3.
IEP Analysis: Quality Indicators
54a
4.
IEP Analysis: Curriculum Contest
54b
5.
Engagement Outcomes
56a
6.
Schedule Analysis
58a
7.
Reciprocal Interactions
59a
8.
Apppendices
PEERS Integration/Inclusion Needs Assessment
A.
Sample LEA Plan
B.
PEERS Implementation Site Criteria for Inclusive Programs
C.
School Site Team Collaboration for Inclusive Education: PEERS
D.
Training Institute
PEERS Consultant Bank
E.
Simon, M., Karasoff, T., & Smith, A. (1992) Effective practices for
F.
inclusive programs: A technical assistance planning guide. San
Francisco, CA: SFSU (with contributions by PEERS staff).
Karasoff, T., Alwell, M. & Halvorsen, A. (1992) Systems Change: A
G.
review of effective practices. San Francisco, CA: SF State University,
CA. Research Institute.
Neary, T., Halvorsen, A., Kronberg, R & Kelly, D. (1992) Curriculum
H.
adaptation for inclusive classrooms. San Francisco, CA: SFSU,
California Research Institute.
Neary, T., Halvorsen, A. & Smithey, L. (1992) PEERS Guidelines for
I.
Full Inclusion. Sacramento, CA: CDE, PEERS Project.
Han line, M.F. & Halvorsen, A.T. (1989). Parent Perceptions of
J.
Integration Transitions, Exceptional Children, 55.
Waiver request sample: Lassen COE SELPA.
K.
Inclusive Education Implementation Sites Sample.
L.
Inclusive Education Site Listing.
M.
Halvorsen, A. & Sailor, N. (1990) Integration of students with severe
N.
and profound disabilities: A review of research. In R. Gaylord-Ross
(Ed.) Issues and research in special education Vol 1. NY: Teachers
College Pres.
0.
Preservice course syllabi
CSU Sacramento
CSU Hayward
Smith, G. (1993) Principals ownership in inclusive and integrated
P.
settings. Hayward CA: CSU Hayward
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