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			After preschool inclusion: Children's educational pathways over the early school years Hanson, Marci, 2001 Exceptional Children, 68(1), 65-83 A longitudinal interview-based study of factors influencing families' decisions to place young children with disabilities in inclusion programs	Reports & Papers
			Classroom quality, concentration of children with special needs, and child outcomes in Head Start Gallagher, Peggy Ahrenhold, Fall 2006 Exceptional Children, 73(1), 31-52 An examination of the relations among child care quality, the concentration abilities of young children with special needs, and the social development outcomes of participation in Head Start	Reports & Papers
			Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms Sontag, Joanne C., 1997 Exceptional Children, 63(3), 389-404 An examination of the effect of classroom environments on the social competency of preschool children with special needs, comparing the effects of integrated classrooms with the effects of segregated classrooms	Reports & Papers
			Effects of differing levels of inclusion on preschoolers with disabilities Mills, Paulette E., 1998 Exceptional Children, 65(1), 79-90 A comparative study of the effects of three different types of preschool inclusion programs (special education only, integrated special education, and mainstream placements) on the cognitive and language development of preschool children with special needs	Reports & Papers
			The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay Pollard-Durodola, Sharolyn D., 2011 Exceptional Children, 77(2), 161-183 A study of effects of an intensive shared book-reading intervention on the vocabulary development of preschool children at risk for vocabulary delay, based on data from 125 children stratified by classroom and randomly assigned to either the Words of Oral Reading and Language Development (WORLD) intervention or typical practice	Reports & Papers
			Effects of a prereading intervention on the literacy and social skills of children Nelson, J. Ron, 2005 Exceptional Children, 72(1), 29-45 An investigation of the influence of a reading skills program on children�s early literacy skill acquisition and social development, based on a sample of 63 at-risk kindergarten children from 27 classrooms in 20 schools in the Midwest	Reports & Papers
			Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms Fuchs, Douglas, 2002 Exceptional Children, 68(3), 295-311 A one-year longitudinal study of the effects of a phonological awareness reading intervention on the reading skills of kindergarten children with special needs as compared with the effects of a reading intervention that combined phonological awareness training with beginning decoding instruction	Reports & Papers
			Family outcomes in early intervention: A framework for program evaluation and efficacy research Bailey, Jr., Donald B., Spring 1998 Exceptional Children, 64(3), 313-328 A list of eight questions used to determine the effects of Individualized Family Service Plans (IFSP) on the quality of life of disabled children (and their families) receiving early intervention services under Part H of the Individuals with Disabilities Education Act (IDEA)	Other
			Family-Professional Partnership Scale Summers, Jean Ann, Fall 2005 Exceptional Children, 72(1), 65-81	Instruments
			Follow-up of children from academic and cognitive preschool curricula at 12 and 16 Dale, Philip S., 2005 Exceptional Children, 71(3), 301-317 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16	Reports & Papers
			Follow-up of children from academic and cognitive preschool curricula at age 9 Mills, Paulette E., 1995 Exceptional Children, 61(4), 378-393 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at age 9	Reports & Papers
			High-quality school-based pre-k can boost early learning for children with special needs Phillips, Deborah A., Summer 2012 Exceptional Children, 78(4), 471-490 A comparison of letter word, spelling, and applied problems scores for both children with and without special needs upon entrance into kindergarten after participation in the Tulsa public prekindergarten program, and to children with and without special needs upon entrance into the program the following year, based on data from the 2006-2007 school years from 1,367 Tulsa public prekindergarten entrants and 1,385 Tulsa prekindergarten alumni children upon entrance into kindergarten in 2005-2006	Reports & Papers
			The impact of inclusion on language development and social competence among preschoolers with disabilities Rafferty, Yvonne, 2003 Exceptional Children, 69(4), 467-479 An article on the effects of inclusion on the language and social development of mentally disabled children	Reports & Papers
			''I want to see if we can make it work'': Perspectives on inclusive childcare DeVore, Simone, 2000 Exceptional Children, 66(2), 241-255 A study of home and center-based child care providers� inclusion of children with special needs, focusing on providers� commitment, finding the balance between resources and needs, problem-solving with parents, and access to emotional support	Reports & Papers
			Key influences on the initiation and implementation of inclusive preschool programs Lieber, Joan, 2000 Exceptional Children, 67(1), 83-98 An investigation of barriers and facilitators to the development and implementation of different types of inclusive preschool programs (Head Start, public school, community-based) as described by teachers and administrators	Reports & Papers
			A national look at children and families entering early intervention Scarborough, Anita A., 2004 Exceptional Children, 70(4), 469-483 A longitudinal study of descriptive and explanatory information about children and their families in early intervention, the services they receive, and their outcomes, focusing specifically on characteristics of a nationally representative sample of infants, toddlers and their families as they enter early intervention services	Reports & Papers
			Passage Reading Test Deno, Stanley L., 1982 Exceptional Children, 49(1), 36-45	Instruments
			Predicting school readiness for low-income children with disability risks identified early Jeon, Hyun-Joo, Summer 2011 Exceptional Children, 77(4), 435-452 A study of differences in school readiness skills for children with and without disability indicators, and a second study of differences in school readiness skills for children who did and did not receive Part B services, based on a secondary analysis of data of 2,183 child participants	Reports & Papers
			The predictive utility of kindergarten screening for math difficulty Seethaler, Pamela, Fall 2010 Exceptional Children, 77(1), 37-59 An examination of the reliability, validity, and predictive utility of three kindergarten screening measures of children at risk for math difficulty, based on data collected in September and May of kindergarten from 196 students in 5 schools in a metropolitan school district in the Southeast	Reports & Papers
			Preschool teachers' use of assessments and curricula: A statewide examination Pretti-Frontczak, Kristie, 2002 Exceptional Children, 69(1), 109-123 An investigation of the degree to which recommended assessment and curriculum practices are being implemented by preschool teachers	Reports & Papers
			Quality of early childhood programs in inclusive and noninclusive settings Buysse, Virginia, 1999 Exceptional Children, 65(3), 301-314 A study of the factors that contributed to global program quality in early childhood settings broken down by inclusive setting, those with at least one handicapped child, and noninclusive settings	Reports & Papers
			Responding to nonresponders: An experimental field trial of identification and intervention methods McMaster, Kristen L., 2005 Exceptional Children, 71(4), 445-463 A comparison of the effectiveness of 2 treatments, a modified classroom intervention or individualized tutoring, for nonresponders to Peer-Assisted Learning Strategies (PALS), an evidence-based classwide reading intervention	Reports & Papers
			Setting effects on friendship formation among young children with and without disabilities Buysse, Virginia, 2002 Exceptional Children, 68(4), 503-517 A study of social settings on the friendship formation of 333 preschool children, based on a sample of 120 children with disabilities and 210 typically developing children enrolled in inclusive early childhood programs	Reports & Papers
			Social Interaction Program Features Questionnaire Odom, Samuel L., 1994 Exceptional Children, 60(3), 226-236	Instruments
			Special education eligibility: Developmental precursors over the first three years of life La Paro, Karen M., 2002 Exceptional Children, 69(1), 55-66 A study of the developmental precursors of eligibility for special services by age 3	Reports & Papers

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