Children Enrolled in Multiple Programs

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Abstract
Many preschool children with special needs who require full-day child care are dually enrolled in a special education preschool and another early childhood program. The purpose of this descriptive study was to obtain information regarding current practices in staff communication across these programs in 6 communities. A sample of 24 teachers of children enrolled in more than 1 program completed a questionnaire and participated in a structured interview. Findings indicate that teachers recognized the need for staff communication; however, the intensity and nature of their communication varied. Teachers communicated most frequently across programs when behavior problems were evident and when time and resources were available. A comparison of actual to ideal practices yielded differences in both frequency and method of communication.

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