Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs. (April 2017)

• Record Type: Journal Article
• Authors: Clapham, Kathleen; Manning, Claire; Williams, Kathryn; O'Brien, Ginger; Sutherland, Margaret
• Is Part Of: Evaluation and program planning. Volume 61(2017)
• Page Start: 96
• Page End: 105
• Publication Date: 2017-04
• Subjects: Program evaluation -- Early childhood -- Inclusion -- Logic model -- Disabilities -- National disability insurance scheme -- Ndis; Health planning -- Periodicals; Medical care -- Evaluation -- Periodicals; 362.1068
• DOI: 10.1016/j.evalprogplan.2016.12.004
• Languages: English
• ISSNs: 0149-7189

Abstract

Highlights: Effective innovative model supporting inclusion in early childhood education. Program aligns well with the National Disability Insurance Scheme (NDIS). Logic model demonstrates how outcomes are achieved in a complex community setting. Key worker approach simplifies the coordination of therapies. Children benefit from opportunities to practise goals across multiple environments. 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). Aim: This paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program. Methods: The 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 conclusion: Kids 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.