This area provides current references from books and journals that relate to Pre-K ESE. The references are specific to each of the TATS priority areas.
CURRICULUM AND INSTRUCTION
Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool. New Brunswick, NJ: NIEER.
Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings. Baltimore: Brookes.
Center for Applied Special Technology (2004). Universal Design for Learning.http://www.cast.org/udl/
Crawford, P. A. (2004). “I follow the blue…” A primary teacher and the impact of packaged curricula. Early Childhood Education Journal, 32, 205-210.
DeVries, R. (2002). Play in the early education curriculum: Four interpretations. In R. DeVries, B. Zan,C. Hildebrandt, R. Edmiaston, & C. Sales (Eds.) Developing constructivist early childhood education. New York: Teachers College Press.
Dodge, Trister D., & Bickart, T. (2003). “Curriculum, Assessment, and Outcomes: Putting them all in perspective”. Children and Families, 17 (1), 28-32.
Dunst, C. J., Bruder, M. B., Trivette, C., Raab, M. & McLean, M. (2001). Natural learning opportunities for infants, toddlers and preschoolers. Young Exceptional Children, 4(3), 18-25.
Frazeur-Cross, A. & Dixon, S. (2004). Adapting curriculum & instruction in inclusive early childhood settings. Indiana University/IIDC: Bloomington, IN.
Grisham-Brown, J.L., Hemmeter, M. L. & Preti-Frontczak, K. L. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Paul Brookes Publishing Company.
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.
Hanft,B. E., Rush, D. D. & Sheldon, M. L. (2003). Coaching families and colleagues in early childhood. Baltimore: Brookes.
International Reading Association, 2004. Environmental Print in the Classroom: Meaningful Connections for Learning to Read. Newark, DE. www.reading.org
Johnson-Martin, N., Attermeier, S., & Hacker, B. (2004). The Carolina curriculum for preschoolers with special needs. Paul H. Brookes Publishing: Baltimore.
Linder, T. (1993). Transdisciplinary play-based intervention: Guidelines for developing a meaningful curriculum for young children. Paul H. Brookes Publishing: Baltimore.
Linder, T. (2005). Read, play and learn! Storybook activities for young children: The Transdisciplinary play-based curriculum. Paul H. Brookes Publishing: Baltimore.
Pianta, R. C., & Kraft-Sayre, M. (2003) Successful kindergarten transition: Your guide to connecting children, families, and schools. Baltimore, MD: Paul Brookes and Co.
Pretti-Frontczak, K. & Bricker, D. (2004). An activity based approach to early intervention. Paul H. Brookes Publishing: Baltimore.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Sandall, S. & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes Publishing Company.
Sutterby, J. A., & Frost, J. (2006). Creating play environments for early childhood: Indoors and out. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (Second edition). Mahwah, NJ: Lawrence Erlbaum Associates pp. 305-321.
Thompson, C. M. (2006). Repositioning the visual arts in early childhood education: A decade of reconsideration. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (Second edition). Mahwah, NJ: Lawrence Erlbaum Associates pp 223-242.
Vold, E. B. (2003). Young children’s affirmation of differences: Curriculum that is multicultural and developmentally appropriate. In J. P. Isenberg & M. R. Jalongo (Eds.) Major trends and issues in early childhood education: Challenges, controversies, and insights (Second edition). New York: Teachers College Press, pp. 30-46.
Widerstrom, A.H. (2005). Achieving learning goals through play: Teaching young children with special needs (2nd Ed). Baltimore: Brookes.
York, S. (2003). Roots and Wings: Affirming Culture in Early Childhood Programs (Revised Edition). Redleaf Press, St. Paul, MN. www.redleafpress.org
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.
Center for Applied Special Technology (2004). Universal Design for Learning. http://www.cast.org/udl/
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.
Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Banks, R., Santos, R. M., & Roof, V. (2003). Discovering family Concerns,
priorities, and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.
Blue-Banning, M., Summers, J., Frankland, H. C., Nelson, L., & Beegle, G. (2004) Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.
Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers' beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57–61.
Brookes, P. H. (2004). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families (3rd Edition). Baltimore: Brookes Publishing Co.
Bruckman, M., & Blanton, P. (2003). Welfare-to-work single mothers' perspectives on parent involvement in Head Start: Implications for parent-teacher collaboration. Early Childhood Education Journal, 30(3), 145-150.
Castro, D. C., Bryant, D. M., Peisner-Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413–430.
Chambers, C. R. & Children, A. L. (2005). Fostering family-professionals collaboration Through person centered IEP meetings: The "True Directions" model. Young Exceptional Children, 8(3), 20-29.
Conyers, L. M., & Reynolds, A. J. (2003). The effect of early childhood
intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers. Educational Evaluation & Policy Analysis, 25(1), 75-95.
Department of Health (2004). Early Steps service delivery policy and guidance: Delivering service in the routines and daily activities of children with disabilities and their families. Florida Department of Health-Children's Medical Services-Early Steps. Tallahassee, FL.
Diamond, K.E., & Kontos, S. (2004). Families' resources and accommodations: Toddlers with Down Syndrome, Cerebral Palsy, and Developmental Delay. Journal of Early Intervention, 26(4), 253-265.
Downer, J. T., & Mendez, J. L. (2005). African American father involvement and preschool children's school readiness. Early Education and Development, 16(3), 317–340.
Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early Child Development and Care, 175(1), 23–35.
Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130–141.
Family Center on Technology and Disability. (2005). AT recycling: Everything old is new again. Retrieved December 5, 2005 www.fctd.info
Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13–36.
Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.
Gallagher, P. A., Rhodes, C. A., & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in Early Childhood Special Education, 24(1), 5–13.
Gillanders, C., & Jimenez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents in the U.S.A. who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4(3), 243–269.
Green, C. R., & Halsall, S. H. (2004). Head Start families sharing literature. Early Childhood Research & Practice, 6(2). [Available at ecrp.uiuc.edu/v6n2/green.html]
Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228.
Hanft,B. E., Rush, D. D. & Sheldon, M. L. (2003). Coaching families and colleagues in early childhood. Baltimore: Brookes.
Hanson, M.J., & Lynch, E. W. (2004). Understanding families: Approaches to diversity, disability, and risk. Baltimore, MD: Brookes.
Hess, J., Gutierrez, A. M., Peters, J. & Cerreta, A. (2005). Family information guide to assistive technology. Retrueved from http://www.fctd.info/resources/fig/
Klass, C. (2004). The relationship between the parent and the home visitor. News Exchange - National Association for Home-Based Family Early Interventionists, 9(2), 1-4.
Lahman, M. K., & Soyeon, P. (2004). Understanding children from diverse cultures: Bridging perspectives of parents and teachers. International Journal of Early Years Education, 12(2), 131–142.
La Paro, K. M., Kraft-Sayre, M., & Pianta, R. C. (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17, 147–158.
Lessenberry B.M, & Rehfeldt, R.A. (2004). Evaluating stress levels of parents of children with disabilities, Exceptional children, 70(2), 231-244.
MacCleod, F. (2004). Literacy identity and agency: Linking classrooms to communities. Early Child Development & Care, 174(3), 243–252.
McAllister, C. L., Wilson, P. C., Green, B. L., & Baldwin, J. L. (2005). “Come and take a walk”: Listening to Early Head Start parents on school-readiness as a matter of child, family, and community health. American Journal of Public Health, 95(4), 617–625.
McBride, B. A., Bae, J.-H., & Blatchford, K. (2003). Family–school– community partnerships in rural preK at-risk programs. Journal of Early Childhood Research, 1(1), 49–72.
No Child Left Behind Act of 2001. (2001). Public Law 107-220. 107th Congress.
Pelletier, J., & Corter, C. (2005). Design, implementation, and outcomes of a school readiness program for diverse families. School Community Journal, 15(1), 89–116.
Raikes, H. H., Summers, J. A., & Ruggman, L. A. (2005). Family involvement in Early Head Start programs. Fathering, 3(1), 29–58.
Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family–school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287–316.
Rimm-Kaufman, S. E., & Zhang, Y. B. (2005). Father–school communication in preschool and kindergarten. School Psychology Review, 34(3), 287–308.
Rush, D.D., Sheldon, M. L., & Hanft, B.E. 2003. Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.
Stahl, S. A., & Yaden, D. B., Jr. (2004) The development of literacy in preschool and primary grades: Work by the Center for the Improvement of Early Reading Achievement. Elementary School Journal, 105(2), 141–165.
Turnbull, A., Turnbull, R., Erwin, E. & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. (5th Ed) Upper Saddle River, NJ: Pearson and Merrill Prentice Hall.
Ulrich, M.E., & Bauer, A.M. (2003). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35(6), 20-24.
Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1), 1–15.
Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism & Other Developmental Disabilities, 18(1), 51-59.
Barrera, I. & Corso, R. M. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Brookes.
Buysse, V. & Wesley, P. (2004). Consultation in early childhood settings. Paul H. Brookes Publishing: Baltimore.
Campbell, P.H. (2004). Participation-based services: promoting children's participation in natural settings. Young Exceptional Children, 8(1), 20-29.
deFosset, S. (Ed.) (2004). Including preschool-age children with disabilities in community settings: A resource packet (3rd Edition). NECTAC.
Doyle, M. B. (2002). The paraprofessional's guide to the inclusive classroom. Paul H. Brookes Publishing: Baltimore.
Dunst, C., Brunder, M. B., Trivette, C., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers and preschoolers. Young Exceptional Children. 4(3), 18-26.
Dunst, C., Herter, S., Shields, H., & Bennis, L. (2001). Mapping community-based natural learning opportunities. Young Exceptional Children, 4(4), 16-26.
Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.
Goode, S. (2004). Funding assistive technology for infants, toddlers and young children with disabilities. Early Intervention and Early Childhood Special Education, NECTAC.
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. (2000). Transdisciplinary activity-based assessment for young children with multiple disabilities. Young Exceptional Children, 3(2), 3-10.
Gurainick, M. (2004). Early childhood inclusion: Focus on change. Paul H. Brookes Publishing: Baltimore.
Hanft, B., Rush, D., & Sheldon, M. (2004). Coaching families and colleagues in early childhood. Paul H. Brookes Publishing: Baltimore.
Odom, S. L. (2002). Widening the circle: Including children with disabilities in preschool programs. New York: Teachers College Press
Odom, S.L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M.J., Beckman, P., Schweartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological system perspective. Journal of Research in Special Educational Needs, 4(1), 17-49.
Raab, M., & Dunst, C.J. (2004). Early intervention practitioner approaches to natural environment interventions. Journal of Early Interventions. 24(1), 15-26.
Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and the social competence among preschoolers with disabilities. Exceptional Children 69, (4), 467-479.
Sadler, F., (2003). The itinerant special education teacher in the early childhood classroom. Teaching Exceptional Children. 35(3), 8-15.
Sadler, F., (2001). The itinerant teacher hits the road: A map for instruction in young children's social skills. Teaching Exceptional Children. 34(1), 60-66.
Sandall, S., Schwartz, I., & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children. 4(3), 3-9.
Sandall, S. & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes Publishing Company.
Wolery, R. A., & Odom, S. L. (2000). An administrator's guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute of Inclusion.
York, S. (2003). Roots and wings: Affirming culture in early childhood programs (Revised Edition). Redleaf Press, St. Paul, MN. www.redleafpress.org
Desimone, L., Payne, B., Fedoravicius, N., Henrich, C. C., & Finn-Stevenson, M. (2004). Comprehensive school reform: An implementation study of preschool programs in elementary schools. Elementary School Journal, 104(5), 369–389.
Harbin, G., Rous, B., & McLean, M. (2005).Issues in designing state accountability systems. Journal of Early Intervention, 27(3), 137-164.
Hemmeter, M.L., Smith, B.J., Sandall, S., & Askew, L. (2005). DEC recommended practices workbook:Improving practices for young children with special needs and their families. Missoula, MT: Division for Early Childhood.
Kagan, S.L.& Scott-Little, C. (2004). Early learning standards: changing the parlance and practice of early childhood education? Phi Delta Kappan, 85(5), 388-396.
Kendall, J.S. (2003, April). Setting standards in early childhood education. The First Years of School, 60(7), 64-68.
Lund, I.A., Rous, B.S., Moffett, C.L., Wood, K., & Purvis, H. (2003). A national survey on the state of the states: Preschool standards and accountability (Tech. Rep. No.1). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute.
National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education NAEYC & NAECS/SDE (2003). Early childhood curriculum, assessment and program evaluation. Joint Positions Statement, Retrieved from: http://naecs.crc.uiuc.edu/position/pscape.pdf.
Pennsylvania Department of Education. (n.d.). Early childhood learning continuum indicators. Continuum of learning indictors for reading, writing, speaking and listening and mathematics. Harrisburg, PA: Author.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Sandall, S. & Schweartz, I. S. (2003). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes Publishing Co.
Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention early childhood special education. Longmont, CO: Sopris West.
Santos, R.M.(2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.
Scott-Little, C., Kagan, S.L., & Frelow, V.S. (2003). Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten. Early Childhood Research and Practice, 5(2). Retrieved : www. Ecrp.uiuc.ed/v5n2/little.
Shore, R., Bodrova, E., & Leong, D.J.(2004). Child outcome standards in pre-k programs: What are standards; what is needed to make then work? National Institue for Early Education Research. Available at: www.nieer.org/resources/policybriefs./5.
State and National Standards:
Kagan, S.L.& Scott-Little, C. (2004). Early learning standards: changing the parlance and practice of early childhood education? Phi Delta Kappan, 85(5), 388-396.
Kendall, J.S. (2003, April). Setting standards in early childhood education. The First Years of School, 60(7), 64-68.
Lund, I.A., Rous, B.S., Moffett, C.L., Wood, K., & Purvis, H. (2003). A national survey on the state of the states: Preschool standards and accountability (Tech. Rep. No.1). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute.
Scott-Little, C., Kagan, S.L., & Frelow, V.S. (2003). Creating the conditions for success
with early learning standards: Results from a national study of state-level standards for children’s learning prior to kindergarten. Early Childhood Research and Practice, 5(2). Retrieved : www. Ecrp.uiuc.ed/v5n2/little
From Early Steps (Part C) to Prekindergarten Programs:
Malveaux, J.A., Welker, P.L., & Norlin, J.W. (2003). Transitioning from Part C to Part B:
Practical guidance and legal issues. Horsham, PA: LRP Publications.
Sandall, S., Hemmeter, M. L., Smith, B.J. & McLean, M. E. (Eds.) (2005) DEC recommended practices: A recommended guide for practical application in early intervention/early childhood special education. Division for Early Childhood, Council for Exceptional Children.
Sarathy, P. (2003). "Together we succeed": Building a better system for transitioning preschoolers with disabilities. Horsham, PA: LRP Publications.
From Prekindergarten Programs for Children with Disabilities to Kindergarten:
Addison, S. (2004). Transition: A new path in the journey. Exceptional Parent, 34(9), 54-59.
Fenlon, A. (2005). Collaborative steps: Paving the way to kindergarten for young children with disabilities. Young children.60(2), 32-37.
Forest, E. J., Horner, R. H., Lewis-Palmer, T., Todd, A. W., & McGee, G. (2004). Transitions for young children with autism from preschool to kindergarten. Journal of Positive Behavior Interventions, 6(2), 103-112.
Nelson, R. F. (2004). The transition to kindergarten. Early Childhood Education Journal, 32(3), 187–190.
Odom, S., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M.J., Beckman, P., Schwartz, I., Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological perspective. Journal of Research in Special Educational Needs, 4(1), 17- 37.
Sandall, S., Hemmeter, M. L., Smith, B.J. & McLean, M. E. (Eds.) (2005) DEC recommended practices: A recommended guide for practical application in early intervention/early childhood special education. Division for Early Childhood, Council for Exceptional Children.
Salisbury, C.L., Crawford, W., Marlowe, D., & Husband, P. (2003). Integrating education
and human service plans: The Interagency Planning and Support Project. Journal of Early Intervention, 26 (1), 59-75
Addison, S. (2004). Transition: A new path in the journey. Exceptional Parent, 34(9), 54-59.
Blue-Banning, M., Summers, J., Frankland, H. C., Nelson, L., & Beegle, G. (2004) Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.
Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.
Rush, D.D., Sheldon, M. L., & Hanft, B.E. (2003). Coaching families and colleagues: A
process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.
Sandall, S., Hemmeter, M. L., Smith, B.J. & McLean, M. E. (Eds.) (2005) DEC recommended practices: A recommended guide for practical application in early intervention/early childhood special education. Division for Early Childhood, Council for Exceptional Children.
Trivette, C.M., & Dunst, C.J. (2005). Recommended practices: Family-based practices. In in S. Sandall, M. L. Hemmeter, B.J. Smith, & M.E. McLean, (Eds.) DEC recommended practices: A recommended guide for practical application in early intervention/early childhood special education (pp. 107-126). Division for Early Childhood, Council for Exceptional Children.
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From Early Steps to Prekindergarten Programs
