Riyo Kadota - Academia.edu (original) (raw)

Papers by Riyo Kadota

215 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002.This study found that DSC&... more 215 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002.This study found that DSC's attitudes and beliefs impact on the ways in which teachers have inservice trainings, and how the programs' policy, legal enforcement, and societal demands influence each DSC's attitudes and beliefs about inclusion, construct their own strategies to cope with difficult inclusive situations, and identify their primary roles as a DSC. This study also suggests that communication skills and interaction patterns of both the DSC and Head Start teachers are keys to understanding inclusive practices.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

西南学院大学人間科学論集, Aug 1, 2017

Action in Teacher Education, 1995

In order to investigate what types of training and technical assistance (TA) are needed by Early ... more In order to investigate what types of training and technical assistance (TA) are needed by Early Head Start programs in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin (EHS Waves I & II), particularly with regard to children with special needs, the Great Lakes Quality Improvement Center for Disabilities (GLQIC-D) and the Region V Quality Network (Q-Net) conducted a needs assessment of the programs. A letter was sent in November 1998 to the directors of the programs asking them to complete a survey with input from other staff members. In addition to demographic data on the programs and children with disabilities, major findings regarding program needs for training and TA include: (1) programs listed teenage parents as their most important need with regard to training and TA; (2) many programs agreed that prenatal issues, families with substance abuse, teenage parents, and welfare reform were issues with regard to training and TA needs; and (3) many programs want assistance with the Head Start Family Information System (HSFIS). (Includes a copy of the survey and numerous figures and tables of findings.) (EV)

and Wisconsin, and conducts an annual needs assessment of these programs. For the 1998-99 assessm... more and Wisconsin, and conducts an annual needs assessment of these programs. For the 1998-99 assessment, 229 Head Start directors completed the survey, which gathered information regarding: (1) program demographics; (2) census information; (3) training and technical assistance needs in the areas of service delivery, child issues, welfare reform, family issues, staff issues, and general areas; and (4) children with diagnosed disabilities. Among the findings: (1) across all types of assistance needed, challenging behavior, family involvement/volunteering, professional development for staff, recruitment of children, and mentoring/supervision of staff were most often reported; (2) speech and language delays, emotional/behavior delay, and health impairment were the top three diagnosed disabilities; and (3) about 63 percent of Head Start children were mildly disabled and needed little adaptation in the classroom, while about 14 percent were severely disabled and required much adaptation. (Includes numerous data tables and figures; also includes summary reports for each state. The survey and cover letter are appended.) (EV)

The Great Lakes Quality Improvement Center for Disabilities (GLQIC-D) provides training and techn... more The Great Lakes Quality Improvement Center for Disabilities (GLQIC-D) provides training and technical assistance regarding disabilities to Head Start and Early Head Start (EHS) programs. The GLQIC-D conducted a survey of Early Head Start programs in the

Early Childhood Education, 2007

Research Journal of Educational Methods, 2007

vides training and technical assistance