Assessment of Practices in Early Elementary Classrooms (APEEC). This item is unavailable.Assessment of Practices in Early Elementary Classrooms (APEEC)

APEEC is the first measurement scale designed to evaluate the use of developmentally appropriate practices in the early elementary classroom (K–3). Developed for classrooms serving both children with and without disabilities, the APEEC can be used by administrators and researchers to evaluate the degree of developmental appropriateness in inclusive and general education classrooms. It can also be used by teachers as a self-assessment tool. The book includes a carefully thought-out score sheet, which can be photocopied for use in rating classrooms.

Featuring straightforward language and an easy-to-follow format, APEEC is organized under three main categories:

1. Physical Environment―room arrangement, display of child products (e.g., artwork), classroom accessibility, health and safety

2. Instructional Context―use of materials and computers, monitoring child progress, teacher-child language, instructional methods, integration and breadth of subjects

3. Social Context―children’s role in decision-making, participation of children with disabilities, social skills, diversity, transitions between activities, and family involvement

The authors used a multi-step process to develop the APEEC, including a thorough review of the relevant literature (particularly the NAEYC guidelines and early childhood special education literature); an extensive review of the scale by practitioners, researchers, and board members of professional organizations and research journals; and field testing in 69 classrooms.

Mary Louise Hemmeter is an Associate Professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky. As of August 2001, she will be an Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Kelly L. Maxwell is a Research Investigator at the Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. She is also a Clinical Assistant Professor in the School of Education at the University of North Carolina at Chapel Hill. Melinda Jones Ault is a Research Associate in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky. John W. Schuster is Professor and Director of Graduate Studies in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky.