Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs |
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| Institution: | 1. University of Wollongong, Centre for Health Services Development (CHSD), Australian Health Services Research Institute (AHSRI), Wollongong, 2522, Australia;2. Noah’s Shoalhaven, Nowra, 2541, Australia;1. Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, Via Venezia 8, Padova, Italy;2. Social Service Melzo and Liscate,Via Vittorio Emanuele, Melzo (Mi), 20066, Italy;1. University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX75390-9066, USA;2. Harold C. Simmons Comprehensive Cancer Center, 2201 Inwood Road, Dallas, TX 75390, USA;3. Moncrief Cancer Institute, 400 W. Magnolia Ave, Fort Worth, TX 76104, USA;1. University of North Texas Health Science Center, School of Public Health, Department of Behavioral and Community Health, Fort Worth, TX, USA;2. George Mason University, Department of Criminology, Law and Society, Fairfax, VA, USA;1. Department of Community Health and Network Coordination, National Institute of Hygiene and Epidemiology, No. 1, Yersin Street, Hanoi, Vietnam;2. School of Public Health, Curtin University, GPO Box U1987, Perth, WA 6845, Australia;3. Collaboration for Evidence, Research and Impact in Public Health, GPO Box U1987, Perth, WA 6845, Australia;4. Curtin Health Innovation Research Institute, Curtin University, GPO Box U1987, Perth, WA 6845, Australia;1. School of Human Kinetics, University of Ottawa, 125 University Private, Ottawa, Ontario, K1N 6N5, Canada;2. School of Kinesiology and Health Science, York University, 4700 Keele Street, Toronto, Ontario, M3J 1P3, Canada |
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| Abstract: | Despite clear evidence that learning and social opportunities for children with disabilities and special needs are more effective in inclusive not segregated settings, there are few known effective inclusion programs available to children with disabilities, their families or teachers in the early years within Australia. The Kids Together program was developed to support children with disabilities/additional needs aged 0–8 years attending mainstream early learning environments. Using a key worker transdisciplinary team model, the program aligns with the individualised package approach of the National Disability Insurance Scheme (NDIS).AimThis paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program.MethodsThe research team worked across 15 Early Childhood Education and Care (ECEC) centres and in home and community settings. A realist evaluation using mixed methods was undertaken to understand what works, for whom and in what contexts. The development of a logic model provided a structured way to explore how the program was implemented and achieved short, medium and long term outcomes within a complex community setting.Discussion and conclusionKids Together was shown to be a highly effective and innovative model for supporting the inclusion of children with disabilities/additional needs in a range of environments central for early childhood learning and development. The use of a logic model provided a visual representation of the Kids Together model and its component parts and enabled a theory of change to be inferred, showing how a coordinated and collaborative approached can work across multiple environments. |
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| Keywords: | Program evaluation Early childhood Inclusion Logic model Disabilities National disability insurance scheme Ndis |
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