|
Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Boone, H. A. & Crais, E. (2002). Strategies for achieving family-driven assessment and intervention planning. In M. Ostrosky & E. Horn (Eds.) Assessment: Gathering meaningful information. Young Exceptional Children Monograph No.4. Longmont, Co: Sopris West, pp 1-14.
Grisham-Brown, J., Hemmeter, M. L., Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Paul H. Brookes Publishing: Baltimore.
Grisham-Brown, J.L., & Pretti-Frontczak, K.L. (2003). "Preschool teachers’ use of planning time for the purpose of individualizing instruction for young children with special needs." Journal of Early Intervention, 26(1), 31-46.
Kagan, S. L., Scott-Little, C., & Clifford, R.M. (2003). “Assessing young children: What policy makers need to know and do.” In C. Scott-Little, S.L. Kagan, & R.M. Clifford (Eds). Assessing the state of state assessments; perspectives on assessing young children (pp. 5-11). Greensboro, NC: SERVE.
McAfee, R. & Leong, D. (2002). Assessing and guiding young children's development and learning (3rd edition). Boston: Allyn & Bacon.
McCormick, L. & Noonan, M. J. (2002). Ecological assessment and planning. In M. Ostrosky & E. Horn (Eds.) Assessment: Gathering meaningful information. Young Exceptional Children Monograph No.4. Longmont, CO: Sopris West, pp47-60.
McLean, M. & Crais, B. (2004). Procedural considerations in assessing infants and preschoolers with disabilities. In McLean, M., M. Wolery & D. Bailey (Eds.) Assessing infants and preschoolers with special needs. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, pp45-70.
McLean, M. (2002). Assessing young children for whom English is a second language. In M. Ostrosky & E. Horn (Eds.) Assessment: Gathering meaningful information, Young Children Monograph No.4. Longmont, CO: Sopris West pp 73-82.
McLean, M. (2004). "Assessment and its importance in early intervention/early childhood special education." In M. McLean, M. Wolery, &D. B. Bailey (Eds), Assessing infants and preschoolers with special needs (pp. 1-21). Upper Saddle River, NJ: Pearson.
McLean, M., Wolery, M. & Bailey, D.(2004). Assessing Infants and preschoolers with special needs. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Neisworth, J.T. & Bangato, S.J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants and Young Children, 17(3), 198-212.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Rous, B. & Hallam, R. (2002). Easing the transition to kindergarten: Assessment of social, behavioral and functional skills in young children with disabilities. Assessment: Gathering meaningful information. Young Exceptional Children Monograph No. 4. Longmont, CO: Sopris West, 97-110.
Sandall, S. & Schweartz, I. S. (2003). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes Publishing Co.
Santos, R.M.(2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.
Wolery, M. (2004). "Monitoring child progress." In M. McLean, M. Wolery, & D. B. Bailey (Eds), Assessing infants and preschoolers with special needs, (3rd ed, pp. 545-584). Englewood Cliffs, NJ: Prentice-Hall.
Woods, J., & McCormick, K. (2002). "Towards an integration of child-and family-centered practices in the assessment of preschool children: Welcoming the family." Young Exceptional Children, 5(3), 2-11.
Woods, J.J., & McCormick, K. M. (2002). Welcoming the family, Young Children, 5(3), 2-11.
back to top
|