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Current Filters: State:GEORGIA [remove]; Classification:Special Needs Children & Special Child Populations [remove];

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			A case study examination of culturally relevant pedagogical practices for English-language learners in a pre-kindergarten classroom setting Matthews, Lisa Anne, 2010 Unpublished doctoral dissertation, Georgia State University, Atlanta A qualitative study of culturally relevant pedagogy (CRP) in a prekindergarten classroom for English-language learners and an investigation of the ways 2 teachers promote academic success, cultural competence and critical consciousness, based on documentation from and observations of a classroom in Georgia	Reports & Papers
			The challenges of change: Learning from the child care and early education experiences of immigrant families Matthews, Hannah, May 2007 Washington, DC: Center for Law and Social Policy. A study of the child care and early education participation of children of immigrants and barriers to accessing child care and early education services for immigrant families, based on interviews with local leaders, policymakers, child care and early education service providers, and immigrant parents conducted during community site visits	Reports & Papers
			The child care arrangements of preschool-age children in immigrant families in the United States Brandon, Peter D., 2004 International Migration, 42(2), 65-87 A comparison of the use of child care arrangements among immigrant families to non-immigrant families	Reports & Papers
			Coming together for children with disabilities: State collaboration to support quality, inclusive child care Mezey, Jennifer, 2003 Washington, DC: Center for Law and Social Policy. A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs	Reports & Papers
			Disproportionate representation in placements of preschoolers with disabilities in five southern states Morrier, Michael J., May, 2011 Topics in Early Childhood Special Education, 31(1), 48-57 A comparison of racial representation in special education placements of preschool children with disabilities in five Southern states, and a comparison of the use of full inclusion, partial inclusion, or unknown inclusion type environments, based on data from 69,000 ethnically diverse preschoolers with disabilities	Reports & Papers
			Early Head Start and early intervention: A collaborative approach to serving infants and toddlers with disabilities in natural environments Corso, Robert M., 2000 Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign An examination of the collaborations between Early Head Start programs and early intervention service providers for children with disabilities outlined by Part C of the 1997 Individuals with Disabilities Education Act	Reports & Papers
			Effects of isolate and social toys on the social interactions of preschoolers in an inclusive Head Start classroom Elmore, Shannon Renee, 2011 NHSA Dialog, 14(1), 1-15 A comparison of the social interactions of developmentally challenged children in environments featuring different types of social or isolate toys, puzzles, or activities, based on observations in a Head Start classroom inclusive of 4 developmentally disabled young children in rural Georgia	Reports & Papers
			Infant-Toddler early learning guidelines: The content that states have addressed and implications for programs serving children with disabilities Scott-Little, Catherine, April 2009 Infants and Young Children, 22(2), 87-99 A categorical analysis of the contents of the infant and toddler early learning guidelines (ELGs) published by 21 states, and a discussion of their implications for programs serving children with disabilities	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states	Reports & Papers
			Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings Downer, Jason T., Q1 2012 Early Childhood Research Quarterly, 27(1), 21-32 A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states	Reports & Papers
			Out-of-school settings for Georgia youth with disabilities Jinnah, Hamida, June, 2006 Athens: University of Georgia, Department of Child and Family Development. A study of out-of-school time child care arrangements of school-age children with disabilities in Georgia, including type of arrangements, parents' satisfaction and problems with arrangements, and providers' caregiving experiences, based on a survey of parents in four counties and on focus groups with parents and providers	Reports & Papers
			Racial disparities in preschool special education eligibility for five southern states Morrier, Michael J., November, 2012 The Journal of Special Education, 46(3), 152-169 An examination of the proportion of 3- through 5-year-olds with disabilities from ethnically diverse backgrounds across five states, of that proportion by special education eligibility category, and of the relationship between state of residence and both the ethnicity of the child and the proportion of 3- through 5-year-olds with disabilities within specific special education eligibility categories, based on data from Alabama, Arkansas, Georgia, North Carolina, and Tennessee	Reports & Papers
			Relaxation and learning in the special-needs preschool classroom Smith, Christine, April 2010 Unpublished doctoral dissertation, Capella University, Minneapolis, MN 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
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs	Reports & Papers
			State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA Shackelford, Jo, 2005 (NECTAC Notes Issue No. 18). Chapel Hill, NC: National Early Childhood Technical Assistance Center. A discussion of how the 50 states and 6 jurisdictions that participate in the Part C program of IDEA define developmental delays and, as applicable, at risk in their definition of eligibility for services	Reports & Papers
			A study of the relationship between child care providers' use of HIV/AIDS information sources, knowledge of HIV/AIDS, and attitudes toward caregiving policies Coleman, Mick, 2002 Early Childhood Education Journal, 30(2), 67-72 A study in which surveys were distributed to child care providers attending a child care conference to determine their average level of education regarding HIV/AIDS	Reports & Papers

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