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* Peer Reviewed Journal

Current Filters: Pub Year:2008 [remove]; Full Text:no [remove]; Classification:Special Needs [remove];

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Children with special needs in North Carolina child care programs: October 1, 2007?June 30, 2008
Wesley, Patricia W., 2008
Chapel Hill, NC: FPG Child Development Institute, Partnerships for Inclusion. (No longer accessible as of January 18, 2013).

A study of the enrollment of children with special needs in licensed child care programs in North Carolina as of October 31, 2007, with statewide and county analyses by child's age and provider type, based on a survey of child care providers

Reports & Papers

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Contextual factors affecting inclusion during children’s transitions from preschool to school
Rietveld, Christine M., September 2008
Australian Journal of Early Childhood, 33(3), 1-9

An examination and comparison of social roles and social inclusion among Down Syndrome and typically-developing boys during their transitions from child care to school, based on qualitative observations of four boys and interviews with their parents and teachers at several stages of the transition process

Reports & Papers

State infrastructures to support young children with disabilities
Harbin, Gloria, December, 2008
(Technical Report #4).

A discussion of the role and importance of a state supported early childhood system to aid with the transition of children with disabilities into kindergarten

Reports & Papers

Study IX: Parent perceptions of competence & confidence of practitioners working with children with disabilities
University of Connecticut. A. J. Pappanikou Center for Excellence in Developmental Disabilities, December, 2008
(At a Glance Series Volume 9, No. 1). Farmington, CT: University of Connecticut, Center to Inform Personnel Preparation Policy and Practice in Early Intervention and Preschool Education.

Highlights of findings from an inquiry into parental perceptions of the competence of teachers of children with disabilities

Fact Sheets & Briefs

Study IX: Parent perceptions of competence & confidence of practitioners working with children with disabilities
University of Connecticut. A. J. Pappanikou Center for Excellence in Developmental Disabilities, December, 2008
(At a Glance Series Volume 9, No. 2). Farmington, CT: University of Connecticut, Center to Inform Personnel Preparation Policy and Practice in Early Intervention and Preschool Education.

Highlights of findings from an exploration of parental perceptions of early childhood special education teachers who work in programs covered by Section 619 of the Individuals with Disabilities in Education Act (IDEA)

Fact Sheets & Briefs
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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.

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