Opportunities for Early Identification of Children Who Received Special Education After Kindergarten Entrance: Executive Summary
| Author(s) | Paris, Cynthia | |
| Author(s) | Amsden, Deborah J. | |
| Author(s) | Walker, Erin M. | |
| Author(s) | Trischitta, Lisa | |
| Author(s) | Gamel-McCormick, Michael | |
| Author(s) | Rosas, Scott | |
| Date Accessioned | 2009-02-17T18:04:52Z | |
| Date Available | 2009-02-17T18:04:52Z | |
| Publication Date | 2005-01 | |
| Abstract | This study was designed to describe the early experiences of families of children who were identified for special education services between kindergarten and grade four. The study focused on the children’s and families’ experiences from the time the children were born until the children entered kindergarten. The study also was designed to determine if, how, and by whom concerns about children’s development and learning were recognized prior to kindergarten entry and, for cases in which a concern was recognized, why recognition did not lead to the services. | en |
| Sponsor | Commissioned by the Exceptional Children and Early Childhood Education Work Group within the Delaware Department of Education; Delaware Public Assistantship Program: College of Human Services, Education and Public Policy, University of Delaware. | en |
| URL | http://udspace.udel.edu/handle/19716/4014 | |
| Language | en_US | en |
| Publisher | Center for Disabilities Studies | en |
| Keywords | Early Identification | en |
| Keywords | Special Education | en |
| Title | Opportunities for Early Identification of Children Who Received Special Education After Kindergarten Entrance: Executive Summary | en |