Critical incident reporting: A procedure for monitoring children's performance and maximizing progress in inclusive settings

Early Childhood Education Journal

Volumn 26, Issue 1, 1998, Pages 39-46

  Gettinger, Maribeth ^a   Stoiber, Karen Callan ^b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF WISCONSIN MILWAUKEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54649083274     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1023/A:1022934809164     Document Type: Article

References (8)

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2. Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179-194.
3. Genishi, C. (Ed.) (1992). Ways of assessing children and curriculum: Stories of early childhood practice. New York: Teachers College Press.
4. Jalongo, M. R., & Isenberg, J. P. (1997). Major trends and issues in early childhood education: Challenges, controversies, and insights. New York: Teachers College Press.
5. Neisworth, J. T., & Bagnato, S. J. (1992). The case against intelligence testing in early intervention. Topics in Early Childhood and Special Education, 12(1), 1-20.
6. Shepard, L. (1994). The challenges of assessing young children appropriately. Phi Delta Kappan, 76(3), 206-212.
7. Stoddard, K., Hewitt, M., O'Connor, D., Beckner, J., Elder, M., LaPorta, C., & Poth, J. (1996). Inclusive practices through teacher research. Remedial and Special Education, 17(4), 237-244.
8. Wansart, W. L. (1995). Teaching as a way of knowing: Observing and responding to students' abilities. Remedial and Special Education, 16(3), 166-177.