Natural Environment in Urban Communities
The Natural Environments in Urban Communities project is a model demonstration project designed to increase the number of children receiving early intervention services in community activities with their typically developing peers. The project is now in its third year and is growing quickly as more and more families living in urban communities are learning about and are interested in expanding their child's learning opportunities through participation and involvement in their communities.
A collaborative approach is used to develop an individualized community map that best suits the needs of each individual child and their family. Some community activity settings that have been accessed include: libraries, playscapes, museums, farms, YMCAs, Park and Recreation Departments, and other indoor and outdoor family-friendly places. Furthermore, social competency goals are derived in order to implement and facilitate appropriate peer interactions and relations. The project is responsive to and builds on family strengths and child assets while providing families with the resources and guidance they need to empower themselves to support and enhance the development of their child within inclusive community learning environments.
Participants for the project are being recruited on an ongoing basis to ensure the identification of all families interested in increasing their children's learning opportunities through participation and involvement in their communities. Target urban communities in Connecticut include the following: Bridgeport, Bristol, Danbury, East Hartford, Meriden, Middletown, New Britain, New Haven, New London, Norwalk, Stamford, Waterbury, and Windham.
As in many states, the early intervention system in Connecticut has been struggling with issues related to natural environments. Despite their efforts to implement Part C of the Individuals with Disabilities Education Act, early intervention providers in urban communities struggle with barriers such as violence and safety, transportation, and lack of community activities. In addition, two studies completed in Connecticut have identified a lack of social interaction and social competence outcomes on Individual Family Service Plans (Bruder & Staff, 1998: Bruder et al., 1997), even when children have participated in group settings with typical peers. Two issues, the expansion and use of natural environments and the need to facilitate social skills within infants and toddlers with disabilities in order to develop their relationships with peers, have resulted in the design of this demonstration project.
This model demonstration project is a four-year project funded through the Office of Special Education Programs, United States Department of Education. Grant # H32M980060, "Enhancing Peer Relations in Natural Environments in Urban Communities," was awarded to the University of Connecticut Health Center, Mary Beth Bruder, Principal Investigator.
Publications
For publications regarding this project, please contact:
Gabriela Freyre-Calish, M.S.W.
University of Connecticut
Center for Developmental Disabilities
263 Farmington Ave.
Farmington, CT 06030
860.679.1563
freyre@nso2.uchc.edu
Contact
Mary Beth Bruder, Ph.D.
University of Connecticut
Center for Developmental Disabilities
263 Farmington Ave.
Farmington, CT 06030
Phone: 860-679-1500
Fax: 860-679-1571
Email: Bruder@nso1.uchc.edu
Melissa Van Buren, Ed.D.
University of Connecticut
Center for Developmental Disabilities
263 Farmington Ave.
Farmington, CT 06030
Phone: 860-679-1586
Fax: 860-679-1571
Email: vanburen@uchc.edu
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