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Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs.
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Harbin, Gloria; And Others – Topics in Early Childhood Special Education, 1994
This study examined potential discontinuity between eligibility policies for children moving from infant/toddler early intervention programs (Part H of Individuals with Disabilities Education Act) to preschool special education programs (Part B). In 14 states, all children eligible under Part H would remain eligible under Part B; in 37 states,…
Descriptors: Comparative Analysis, Developmental Continuity, Disabilities, Early Intervention
Developmental Domains: The Mother of All Interventions; or, the Subterranean Early Development Blues.
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Berkeley, Terry R.; Ludlow, Barbara L. – Topics in Early Childhood Special Education, 1992
This paper argues for the integration of traditional concepts of developmental domains to provide more unified early intervention programing for young children with disabilities and their families. Research is reviewed which supports an integrated approach to child development. (DB)
Descriptors: Child Development, Child Psychology, Cognitive Development, Developmental Continuity
Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell.
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Johnson, James E.; Johnson, Karen McChesney – Topics in Early Childhood Special Education, 1992
This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood…
Descriptors: Child Development, Developmental Continuity, Developmental Programs, Developmentally Appropriate Practices