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Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective
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Bruder, Mary Beth; Dunst, Carl J. – Topics in Early Childhood Special Education, 2015
Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make judgments of…
Descriptors: Parent Attitudes, Early Childhood Education, Intervention, Special Education
Early Interventionists in Infant and Early Childhood Programs: A Comparison of Preservice Training Needs.
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McCollum, Jeanette A. – Topics in Early Childhood Special Education, 1987
The paper summarizes results from two Illinois studies on the roles of educational personnel (n=420) employed in special programs for infants/toddlers and three- to five-year-olds, and evaluates preservice training needs of these personnel. Time spent in various roles and perceptions of ideal emphasis on role areas during preservice are discussed.…
Descriptors: Disabilities, Early Childhood Education, Educational Needs, Higher Education
Parental Attitudes toward Integration.
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Miller, Linda J.; And Others – Topics in Early Childhood Special Education, 1992
This survey of 232 parents of developmentally delayed or typical preschool children found that parent attitudes were favorable toward mainstreaming, regardless of their child's placement in a mainstreamed or segregated program. Compared to parents of segregated children, parents of mainstreamed children indicated stronger opinions about the…
Descriptors: Child Development, Disabilities, Longitudinal Studies, Mainstreaming
Labeling Preschoolers as Learning Disabled: A Cautionary Position.
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Haring, Kathryn A.; And Others – Topics in Early Childhood Special Education, 1992
This article explores the use of the categorical label of learning disabled for determining eligibility for preschool special education programs. Specific concerns include definitional issues, the dangers of labeling and low expectation sets, failure to demonstrate movement through a continuum of services, and the efficacy of early intervention.…
Descriptors: Definitions, Educational Practices, Eligibility, Expectation
The Family-Centeredness of Individualized Family Service Plans.
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McWilliam, R. A.; Ferguson, Ardith; Harbin, Gloria L.; Porter, Patricia; Munn, Duncan; Vandivere, Patricia – Topics in Early Childhood Special Education, 1998
A study found the Individualized Family Service Plan (IFSP) Family-Centeredness Rating Scale was effective in evaluating 100 IFSPs from four different agencies. The highest rated items were identifying the family's role and writing in the active voice. More child-related goals were written compared to family-related goals. (Author/CR)
Descriptors: Disabilities, Early Intervention, Evaluation Methods, Family Needs
A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms.
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Holahan, Annette; Costenbader, Virginia – Topics in Early Childhood Special Education, 2000
Two studies examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. Children functioning at relatively higher levels of social and emotional functioning performed better in inclusive settings than in specialized settings and children in full-day classrooms achieved higher rates of progress…
Descriptors: Child Development, Cognitive Development, Disabilities, Emotional Development