Early Childhood Special Education Exit Decisions: How Are They Made? How Are They Evaluated?
- 1 July 1988
- journal article
- research article
- Published by SAGE Publications in Journal of the Division for Early Childhood
- Vol. 12 (3) , 253-262
- https://doi.org/10.1177/105381518801200307
Abstract
Policy issues for early childhood special education programs in the areas of exit decision-making and follow-up procedures were generated through extensive naturalistic case studies of four early childhood special education programs. Located in urban, suburban, and rural communities, the programs were selected to reflect a variety of approaches to early childhood special education programming. Guidelines for exit decision-making and follow-up procedures conclude the report.Keywords
This publication has 5 references indexed in Scilit:
- Exit Criteria in Early Childhood Programs for Handicapped ChildrenJournal of the Division for Early Childhood, 1987
- Perspectives on parent participation in special educationExceptional Education Quarterly, 1982
- Public school involvement of parents of learning-disabled children and average achieversExceptional Education Quarterly, 1982
- Strategies to Increase Parent Participation in IEP ConferencesExceptional Children, 1982
- Who Influences IEP Committee Decisions?Exceptional Children, 1981