Transition issues and barriers for children with significant disabilities and from culturally and linguistically diverse backgrounds: Delphi study

Author(s): Rous, Beth; Schroeder, Carol; Stricklin, Sarintha B.; Hains, Ann H.;
Date Issued: February 2008
Publisher(s): University of Kentucky. National Early Childhood Transition Center
Description: An identification of barriers and strategies relating to transition to preschool and kindergarten by children with significant special needs, and children with special needs from culturally and linguistically diverse backgrounds, based on forums and surveys of small populations of family members, administrators, and providers, in four states
show entire record ↓
Source: (Technical Report No. 2). Lexington: University of Kentucky, National Early Childhood Transition Center. Retrieved August 20, 2008, from http://www.ihdi.uky.edu/nectc/Documents/technicalReports/Updated_Tech_Reps/Tech%20Rep%202.pdf
Topics: Children & Child Development > Special Needs Children & Special Child Populations

Parent, School, & Community School Readiness/Child School Success & Performance
Country: United States
States: CALIFORNIA, CONNECTICUT, ILLINOIS, NEW MEXICO
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Transition is more than a change in services: The need for a multicultural perspective Other
Disabilities and transitions Fact Sheets & Briefs
Celebrating cultural and linguistic diversity in Head Start Reports & Papers
Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds Literature Review
Supports and barriers to writing an interagency agreement on the preschool transition Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate