2007 Internal Evaluation Report (request via email)
*Phase II Five–Year Summary (request via email)
As illustrated in the graphic, the elements of the SpecialQuest Continuous Improvement Process are cyclical. The SpecialQuest curriculum is based on the belief that the most effective way to learn about young children with disabilities is by learning about each child and family as individuals.
The central focus of the SpecialQuest Continuous Improvement Process is a team’s vision of services for young children with disabilities and their families.
A shared commitment of a team to quality services combined with their vision guides teams in making sustainable change.
In order to create movement toward the vision, teams need to examine the current reality – the practices in place - around inclusion in their community. The current reality should include the viewpoints of key stakeholders in the community – families and service providers – so that a full picture of the service delivery system is gathered.
Causes to Pause
Issues that inevitably arise that make teams stop and think, or challenges, are referred to as Causes to Pause.
Causes to Pause are addressed through a problem-solving
process . Each child and family is unique and brings individual
strengths and issues requiring a tailored response – there is no “one
way” to collaboratively serve infants and toddlers with disabilities
and their families in inclusive settings. Every community has a diverse set
of resources and challenges as well. Combining the resources to address the
challenges facing families of infants and toddlers with disabilities, the
service delivery system and the community as a whole requires creative, responsive,
Action Plans are developed to address identified Causes to Pause.
Teams will implement the Action Plans back in their programs and communities with the support of their SpecialQuest Coaches.
To complete the SpecialQuest Continuous Improvement Process, teams evaluate their progress or check to see if what they are doing is having the desired outcomes. They then use the problem-solving process to make necessary course corrections to make their actions most effective for young children with disabilities and their families.