ACCEPT PROJECT February 3, 2017 Celebration Data review and finding Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project is a federally-funded cooperative agreement between the U. S. Department of Education and The Cato College of Education at the University of North Carolina at Charlotte (UNC Charlotte). Our collaborators include Central Piedmont Community College, Mitchell Community College, Gaston College, Stanly Community College, and the University of South Carolina. Bob Algozzine, Mark D’Amico, Kate Algozzine, Vivian Correa, and Reem Muharib ACCEPT PROJECT February 3, 2017

Data Review and findings Faculty surveys [n = 17; 6 before, 3 after, and 8 before and after collaboration] interviews and focus groups Students Pretest/posttest surveys [n = 1763 [1249/514] Parents Employers Surveys

Data Review and findings Faculty We surveyed faculty perceptions of preparedness to teach related to inclusion concepts and skills. We also conducted analyses of course outlines and completed interviews and focus groups.

Data Review and findings Faculty While perceived preparedness to teach inclusion concepts and skills was high before ACCEPT Project collaboration, changes were documented across all topic areas.

Data Review and findings Faculty Changes were also documented in our focus groups and interviews. Average of 1 infused resource prior to collaboration. Average of 16 infused resources after collaboration. Instructors commented on their appreciation of matrices with resources individualized by course and the time they were given during professional development workshops to review and add them to their course calendars. Interviews indicated that there was increased use of resources to infuse courses throughout the program. I’m infusing all my classes now. Now I can’t not do it. It’s going to be a natural part of all my courses, of everything I teach. It’s made me realize that infusion of this topic is very natural and can easily be done. I never create a lesson plan now without thinking about students with diverse abilities. It’s been very eye-opening. It made me realize that this was largely an ignored topic unless it was like, “Okay, were going to talk about children with disabilities for just this one paragraph.” Other themes that emerged from the interview data were the ease of implementation and instructor’s raised level of awareness. “It’s made me realize that infusion of this topic is very natural and can easily be done. I never create a lesson plan now without thinking about students with special needs.” “At the last training I went to somebody was talking about infusing her course and when I asked her about it, she said, “I’m infusing all my classes now. Now I can’t not do it.” “You know we are just aware to always be looking for additional resources and be cognizant about what is out there and how we can best meet the needs of our students and the children they work with and their families. It has been great, I enjoyed it and I hate to see it come to an end. “

Data Review and findings Students We surveyed students’ perceptions of preparedness to work in settings and programs serving children with disabilities. We also conducted interviews and focus groups.

Data Review and findings Students While perceived preparedness to teach inclusion concepts and skills was high before ACCEPT Project collaboration, changes were documented across all topic areas.

Data Review and findings students Increased class and online discussions about early intervention and early childhood special education Added disabilities issues in class projects Broadened awareness of teaching ALL children Continued interest in completion and transfer “I noticed an improvement with students’ lesson plans for modification for children with special needs which used to be the part that they would leave blank and just say take the points off. They did not do that this semester.” “Several students said that they look at all children differently now. That they had never thought about any of these things. Not only did they learn from the resources but each others’ conversations on the discussion boards.”

Data Review and findings Parents We surveyed parent perceptions of importance of inclusion concepts and skills in preparing educators to work with their children. We also conducted interviews and focus groups. Thematic Analysis of Transcripts Early childhood educators need to be prepared to: listen to parents respect and meet the individual needs of their children help families understand their role in the special education process

Data Review and findings Parents

Data Review and findings Employers We surveyed employer perceptions of importance of topics and general preparedness of early childhood professionals.

ACCEPT PROJECT February 3, 2017 Celebration ACCEPT PROJECT February 3, 2017 Suggested citation: Algozzine, B., D’Amico, M., Algozzine, K., Correa, V., & Muharib, R. (2017). Celebration: Data review and findings. Charlotte, NC: UNC Charlotte, ACCEPT Project. Retrieved from www.acceptproject.org