Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| Infants and Young Children | 3 |
Author
| Atalan, Derya | 1 |
| Bakkaloglu, Hatice | 1 |
| Casey, Amy M. | 1 |
| Demir, Seyda | 1 |
| McCollum, Jeanette A. | 1 |
| McWilliam, R. A. | 1 |
| Sims, Jessica | 1 |
| Sucuoglu, Bülbin | 1 |
| Thorp, Eva K. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Opinion Papers | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
| Policymakers | 1 |
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Developmental Quotient | 1 |
What Works Clearinghouse Rating
Direct linkSucuoglu, Bülbin; Bakkaloglu, Hatice; Demir, Seyda; Atalan, Derya – Infants and Young Children, 2019
This study compared the developmental gains of preschool children with disabilities (CWD) and children without disabilities (CWOD) during a year they spent in preschools and examined the predictors of development in both groups (60 CWD and 57 CWOD) of children. Data on the social skills, problem behaviors, school adjustment level, student-teacher…
Descriptors: Inclusion, Child Development, Interpersonal Competence, Teaching Methods
Casey, Amy M.; McWilliam, R. A.; Sims, Jessica – Infants and Young Children, 2012
The purpose of the analysis reported in this article was to determine to what extent child and classroom characteristics were associated with the amount of time children with disabilities spent displaying each of 5 categories of engagement. Predictors consisted of children's receipt of incidental teaching, developmental quotient, and quality of…
Descriptors: Preschool Children, Disabilities, Learner Engagement, Peer Relationship
Peer reviewedMcCollum, Jeanette A.; Thorp, Eva K. – Infants and Young Children, 1988
Issues related to training of personnel working with handicapped infants/toddlers and their families center on two major areas: content of training and process of training. Following an analysis of within-discipline and cross-discipline content and within-discipline and cross-discipline training processes, recommendations are offered concerning…
Descriptors: Child Development Specialists, Course Content, Disabilities, Family Involvement
