71 research outputs found
Avaliação das Mães de Crianças Pequenas Público-Alvo da Educação Especial sobre um Programa de Intervenção
Labeling Preschoolers as Learning Disabled: A Cautionary Position
The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline
The efficacy of integrating handicapped children in early education settings: research implications
Children with autistic spectrum disorder in early childhood education programs: A social constructivist perspective on inclusion
Developmentally Appropriate Practice in the Assessment and Intervention of Children's Peer Relations
Parental Perspectives on Integrated Preschool Opportunities for Children with Handicaps and Children without Handicaps
Observations on child with cerebral palsy and her twin sister made in an intergrated nursery and at home
The correspondence between temperament and peer interactions for normally developing and mildly delayed preschool children
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