NCASE Resource Library
Reset Selections
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- (-) Remove Quality Improvement filter Quality Improvement
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Culturally Responsive Practice & Inclusion (2) Apply Culturally Responsive Practice & Inclusion filter
- Program Design and Management (2) Apply Program Design and Management filter
- Summer Learning (1) Apply Summer Learning filter
Resource type
Publisher
- (-) Remove National Association of Child Care Resource & Referral Agencies (NACCRRA) filter National Association of Child Care Resource & Referral Agencies (NACCRRA)
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- Administration for Children & Families (ACF) (5) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- Centers for Disease Control and Prevention (2) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (1) Apply Child Care Aware of America filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (2) Apply National Afterschool Association (NAA) filter
- Office of Child Care (OCC) (13) Apply Office of Child Care (OCC) filter
- Other (6) Apply Other filter
- RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- The Wallace Foundation (4) Apply The Wallace Foundation filter
Search Results
Displaying 1 - 2 of 2
Filter By
This blog by the National Institute on Out-of-School Time highlights what their research staff learned this past summer about high-quality practices in virtual programs based on conducting observations of more than 200 hours of online academic and general enrichment programming. The focus is on tips for activity design, youth engagement, and technology.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.