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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2010 [remove]; Classification:Special Needs [remove];
36 results found.|
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Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) A study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
Reports & Papers
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Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary] A summary of a study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
Executive Summary
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An analysis of the effects of in-service teacher training on Turkish preschool teachers' attitudes towards inclusion An examination of attitudes towards inclusion prior to and after an in-service training on children with special educational needs from a survey of 66 preschool teachers |
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Analysis of a mentoring program to change attitudes related to turnover of special needs teachers A qualitative study of teachers' reasons for turnover, perceptions of successful program components, ideas for program implementation, and feedback on a pilot teacher mentoring program from semi-structured interviews with 5 newly-hired teachers in a preschool for autistic students in the 2008-2009 school year |
Reports & Papers
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Child Care and Children with Special Needs: Challenges for Low Income Families This project was a mixed-method, multi-level study of low income families of children with special needs and the system which serves them, focusing primarily on child care, employment and balancing work and family. In the first year of the study, qualitative research was conducted to learn directly from parents about their experiences. In the second and third years, a field study of three communities was conducted as well as statewide surveys and analysis of national data bases to supplement the data collected in the first year. |
Data Sets
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Day care increases the risk of respiratory morbidity in Chronic Lung Disease of Prematurity A study of the association between child care attendance and occurrence of respiratory illnesses in a sample of 111 children with Chronic Lung Disease of Prematurity (CLDP) |
Reports & Papers
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Demographic factors associated with the early identification of children with special needs A categorical account of the gender, type of disability, ethnicity, and residential status of children identified with special needs at kindergarten entry in California at the beginning of the 2005-2006 school year |
Reports & Papers
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Differences in child care quality for children with and without disabilities A comparison of program quality in inclusive and non-inclusive preschool classrooms from classroom observations,director interviews, and teacher and teaching assistant survey data from 66 child care programs from 15 counties in Kentucky |
Reports & Papers
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The Early Communication Indicator for infants and toddlers: Early Head Start growth norms from two states A study of the relationship between patterns of growth in communication and gender, Individualized Family Service Plans (IFSP) status, and home language environment and a second study of patterns of growth in gestures, vocalizations, and single- and multiple-word utterances and IFSP status, based on data from 27 Early Head Start programs and 5,882 children in the Midwest |
Reports & Papers
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Education and medical professionals collaborating to prepare early childhood teachers for inclusive settings A description of the first 3 years of collaboration between the University of Michigan's early childhood teacher education program and a hospital's program for families of children with special needs to prepare teachers to work with children with and without disabilities |
Other
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The effects of consultation on individualized education program outcomes for young children with autism: The Collaborative Model for Promoting Competence and Success A study of the effect of Collaborative Model for Promoting Competence and Success (COMPASS) teacher training on the development of social, communication, and independence skills of autistic children, based on data from a randomized sample of 35 dyads each consisting of a special education teacher and a child with autism |
Reports & Papers
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The effects of spatial density on the social interaction of preschool children with disabilities A comparison of rates of social interaction of children with disabilities and typically developing peers in small, medium, and large spaces, based on data from 20 3- through 5-year-old children in 3 classrooms in Sydney, Australia |
Reports & Papers
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Finding the least restrictive environment for preschoolers under the IDEA: An analysis and proposed framework A legal Comment on the Individuals with Disabilities Education Act that suggests that disabled children's least restrictive environments may include home, community, and regular preschool, and a presentation of an analytical framework for courts to determine the least restrictive environments for preschool children |
Reports & Papers
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Keeping it "R-E-A-L" with authentic assessment An examination of 9 early childhood authentic assessment measures used to determine a young child's eligibility for special services and an overview of 27 related studies |
Literature Review
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Meeting needs of young children at risk for or having a disability A description of the Early Head Start Research and Evaluation Project program with recommendations for practitioners on the implementation of disability services to meet the needs of young children at risk for, or having, a disability |
Other
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Practices in early intervention for children with autism: A comparison with the national research council recommended practices A comparison of National Research Council recommended practices and reported practices of early intervention programs serving children with autism or spectrum disorder from a survey of 17 centers in Oregon and Washington |
Reports & Papers
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Preschoolers with disabilities: Early math performance Highlights of findings from a study on the performance of children with disabilities in the subject of early mathematics and quantitative concepts |
Fact Sheets & Briefs
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Preschoolers with disabilities: A look at parent involvement Highlights of findings from a study on parent involvement in the education of their children with disabilities |
Fact Sheets & Briefs
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Preschoolers with disabilities: A look at social behavior Highlights of findings from an investigation of the social skills possessed and problem behaviors exhibited by children with disabilities |
Fact Sheets & Briefs
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Preschoolers with disabilities: A look at transitions from preschool to kindergarten Highlights of findings from a study on the experiences of children with disabilities in their transition from prekindergarten to kindergarten |
Fact Sheets & Briefs
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Preschoolers with disabilities: Reclassification across disability categories Highlights from an investigation of the reclassification of the type of disabilities possessed by children with special needs |
Fact Sheets & Briefs
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Promoting language and literacy skills in children with down syndrome An overview of strategies to promote the development of early language and literacy skills in children with down syndrome |
Fact Sheets & Briefs
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Quality of individualized education program goals of preschoolers with disabilities A documentation of the quality of the goals or objectives in individualized education plans (IEPs) of Portuguese children with disabilities attending inclusive public preschool settings, an examination of the relationship between children's severity of disability and the quality of the IEP goals, and an investigation of the quality of the IEP goals as a function of developmental domain, based on data from 21 randomly selected school groups from the District of Lisbon, Portugal |
Reports & Papers
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The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities A longitudinal investigation of the predictive correlation between symbolic representations in block play in preschool and children's reading and math skills in elementary school, and a comparison of this relationship in groups of children with and without disabilities, based on a sample of 51 children in an inclusive program followed from preschool until early elementary school |
Reports & Papers
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Relaxation and learning in the special-needs preschool classroom A case study of changes in the attending behaviors and behavior in and out of circle time in a special needs classroom using relaxation techniques, based on observations of 5 girls and 4 boys in a small rural elementary school |
Reports & Papers
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