Children enrolled in multiple programs: Characteristics, supports, and barriers to teacher communication

Journal of Early Intervention

Volumn 20, Issue 2, 1996, Pages 95-106

  Donegan, Mary M ^a   Ostrosky, Michaelene M ^b   Fowler, Susan A ^b  

^a UNIVERSITY OF MICHIGAN DEARBORN   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030359673     PISSN: 10538151     EISSN: None     Source Type: Journal    
DOI: 10.1177/105381519602000201     Document Type: Article

References (13)

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4. Children's Defense Fund. (1994). The state of America's children yearbook 1994. Washington, DC: Author.
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9. Kagan, S. L., Rivera, A. M., & Parker, F. L. (1991). Collaborations in action: Reshaping services to young children and their families. Yale University: The Bush Center in Child Development and Social Policy.
10. Klein, N., & Sheehan, R. (1987). Staff development: A key issue in meeting the needs of young handicapped children in day care settings. Topics in Early Childhood Special Education, 7, 13-27.
11. Odom, S. L., & McEvoy, M. A. (1990). Mainstreaming at the preschool level: Potential barriers and tasks for the field. Topics in Early Childhood Special Education, 10, 48-61.
12. Peck, C. A., Hayden, L., Wandschneider, M., Peterson, K., & Richarz, S. (1989). Development of integrated preschools: A qualitative inquiry into sources of resistance among parents, administrators, and teachers. Journal of Early Intervention, 13, 353-364.
13. Rose, D. F., & Smith, B. J. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, 48,(4), 59-62.