Studies investigated the long term achievement of Get-Set children, Philadelphia Head Start, who participated in SCILS, the Self-Controlled Interactive Learning Systems program at the Drexel Early Childhood Center, and who were later enrolled in eighteen Philadelphia public and parochial schools. The original purpose for the program was to find ways of creating an environment to enhance learning, creativity, and exploration. It was assumed that if the above occurred it would be reflected in standardized testing regardless of subject matter. Its premise is that learning involves both the acquisition of skills, training, and the formation of new concepts, going beyond the “given,” education. The proper use of instructional technology is to enable the learner—the child—to acquire skills which can be utilized in new concept formation. The teacher's role then shifts from concentration on training to involvement in education. However, if instructional technology is to be effective in helping students acquire mastery it should incorporate: 1) choice, 2) control by the student, 3) instantaneous dynamic feedback to the student which allows for self-control, self-organization, self-regulation, and self-correction, and 4) enhancement of adapting behavior. Fifty-seven Head Start children who were enrolled in the Drexel Early Childhood Center for an average of 2.54 years were the subject of these studies. Fifty-three of the subjects were followed through the sixth grade, fourteen through the ninth and a small group (all those who could be found) were followed into the tenth and eleventh grades. SCILS children are at or above grade level in reading and reading comprehension with thirty hours of instructional time. Outcomes compared with other Early Intervention Programs, in the United States, since the 1960s, show that with SCILS the Head Start children's achievement reaches the level of average middle-class children.
Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom
