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.
Dodge, Trister D., & Bickart, T. (2003). “Curriculum, Assessment, and Outcomes: Putting them all in perspective". Children and Families, 17 (1), 28-32.
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.
Johnson-Martin, N., Attermeier, S., & Hacker, B. (2004). The Carolina curriculum for preschoolers with special needs. 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. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). 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
Curriculum and Instruction - Early Literacy:
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). A child becomes a reader: Birth through preschool. Jessup, MD: National Institute for Literacy.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read (2nd ed.). Jessup, MD: National Institute for Literacy.
Bingham, A., & Pennington, J. (2007). As easy as ABC: Facilitating early literacy enrichment experiences. Young Exceptional Children 10(2) 16-29.
Bruns, D. & Pierce, C. (2007). Let’s read together: Tools for early literacy Development for all young children. Young Exceptional Children 10(2) 2-10.
International Reading Association, 2004. Environmental Print in the Classroom: Meaningful Connections for Learning to Read. Newark, DE. www.reading.org
Linder, T. (2005). Read, play and learn! Storybook activities for young children: The Transdisciplinary play-based curriculum. Paul H. Brookes Publishing: Baltimore.
Robyak, A., Masiello, T., Trivette, T., Roper, N., & Dunst, J. (2007). Mapping the contemporary landscape of early literacy learning. CELL Reviews, 1(1), 1-11. This is a practice based research synthesis regarding the current thinking about early literacy learning experiences important for acquisition of pre-literacy, emergent literacy, and early literacy competence. It shows that formal and informal experiences will provide young children with many different kinds of opportunities to acquire and master an arrangement of literacy skills. Provides implementation strategies.
Assessment of 3, 4, and Pre-K 5 Year-Old Children. North Carolina Office of School Readiness (2006). Young Exceptional Children Monograph, 10(2) 39. Retrieved on October 6, 2008 from http://www.governor.state.nc.us//Office/Education/_pdf/Assessment07.10.06.pdf. This document provides an overview authentic assessment, appropriate practice and use of assessment results.
Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Center for Applied Special Technology (2004). Universal Design for Learning. http://www.cast.org/udl/
Cook, R. (2004). Embedding assessment of young children into routines of iInclusive settings: A systematic planning aApproach. Exceptional Children, 7(3), 2-11. This article emphasizes gathering information during daily routines in order to accurately assess children skills in a natural and efficient manner.
Dodge, D., Heroman, C., Charles, J., & Maiorca, J. (2004). Beyond outcomes: How ongoing assessment Supports learning and leads to meaningful curriculum.
Young Exceptional Children Monograph, 10(2), 39. Retrieved on October 6, 2008 from http://ww.fs.utah.edu/info/cfdc/5170/Beyond_Outcomes.pdf. This document presents information on gathering data from children’s everyday activities to gain a representation of children’s abilities and progression.
Epstein, A.S., Schweinhart, L.J., DeBruin-Parecki, A., & Robin, K.B. (2004) Policy Brief - Preschool assessment: A guide to developing a balanced approach. NIEER Policy Brief (7). Examines assessment of learning among preschoolers and the trend toward increased standardized testing of young children. This brief offers definitions and applications of assessment concepts and policy recommendations essential to a balanced approach. Retrieved on October 6, 2008 from http://nieer.org/resources/policybriefs/7.pdf
Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start to use a curriculum-based assessment: An innovative practice in the "Age of Accountability." Journal of Early Intervention, 30(4), 271-281. An evaluation of the technical assistance and training of Head Start teachers and assistant teachers on the use of contemporary curriculum-based assessment.
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.
Koralek, D. (2004). Spotlight on young children and assessment. Washington, DC: National Association for the Education of Young Children. A collection of articles describing how assessment is informs and improves practice to better support children's development and learning.
Learning Point Associates. (2005). Beyond the bell: Start-up guide for afterschool programs. Learning Point Associates. Naperville, IL: Author. The guide provides step-by-step instructions for starting an afterschool program. Addresses funding sources, proposal writing, and community information.
McAfee, O. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: National Association for the Education of Young Children. Assessment of children's abilities and knowledge, their approaches to learning, and their strengths, needs, and interests is expected in most early childhood programs. Speaking a shared language of assessment will help early childhood professionals communicate better with other teachers, specialists, administrators, and parents.
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. (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.
Meisels, S. (2005). Developmental screening in early childhood: A guide. Washington, DC: National Association for the Education of Young Children. Sound developmental screening identifies those children who should receive more extensive assessment to determine whether they need additional support for learning. Reviews six widely-used general screening instruments, discusses screening specific areas of development, reviews five screening instruments for social/emotional or behavior concerns. Also includes an annotated bibliography of research and resources.
Nalley D. (2003). Assessing the State of Assessments. Greensboro, NC: Regional Educational Laboratory at SERVE. This document is a collection of papers that reflect discussions at a symposium on readiness assessment systems and the author's collective experience working on issues related to wide-scale early childhood assessment systems.
Neisworth, J.T. & Bangato, S.J. (2004). The mismeasure of young children: The authentic assessment alternative. Infants and Young Children, 17(3), 198-212.
Ostrovsky, M., & Horn, E. (2002). Assessment: Gathering meaningful Information. Young Exceptional Children Monograph, 10(2), 39. Retrieved on October 6, 2008 from http://www.dec-sped.org. The articles in this monograph series examine cultural and linguistic differences that shape authentic assessment procedures with an emphasis on family involvement.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Roskos, K. (2004). Oral language and early literacy in preschool: Talking, reading, and writing. Newark, DE: International Reading Association. Offers current research, planning and assessment suggestions, and instructional approaches to help make informed decisions about what oral language skills children need to learn, what kinds of language and literacy experiences to provide, what to look for in programs and materials, and whether children are making progress in their use of language.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.
Santos, R.M.(2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.
Tucker, P. (2005). Linking teacher evaluation and student learning. Alexandria, VA: ASCD. Looks at better ways to use measures of student achievement in a teacher assessment system.
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.
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.
Commissioner’s Parent’s Advisory Council. (2007).The Missing Piece of the Proficiency Puzzle: Recommendations for Involving Families and Community in Improving Student Achievement. 11-14. The five objectives come from the work of Joyce Epstein (otherwise, author is unspecified). Addresses the six objectives for setting the standard for family and community involvement focused on improving student achievement. These are the topics covered: relationship building, communication, decision-making, advocacy, learning opportunities, and community partnerships.
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.
Matuszny, R.M., Banda, D.R., & Coleman, T.J. (2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children, 39(4) 24-31.
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.
Whitehead, K., Bruder, M., Fleming, G., & Park, H. (2007). Collaboration in Special Education Parent-Professional Training. Teaching Exceptional Children 39(6) 6-11.
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.
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.
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.
Hollingsworth, H. L. (2005) Social Skills: Interventions to Promote Peer Social Interactions in Preschool Settings. Young Exceptional Children, 9(1), 2-11.
Nelson, R., Stage, S., Duppong-Hurley, K., Synhorst, L., & Epstein, M. (2007). Risk Factors predictive of the problem behavior of children at risk for emotional and behavioral disorders. Exceptional Children, 73(3) 367-379.
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.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.
Sweet, M. (2008). A thinking guide to inclusive childcare: For those who care about
young children with or without disabilities. Disability Rights Wisconsin, 49, 6-9, 46. Focuses on the individual child with special needs. “Inviting parents to talk”, focuses on how to begin a conversation with families. Helpful techniques on information-gathering, and effective questioning strategies are provided to build trust and a positive relationship.
York, S. (2003). Roots and wings: Affirming culture in early childhood programs (Revised Edition). Redleaf Press, St. Paul, MN. www.redleafpress.org
Accreditation Criteria and Procedures of the National Association for the Education of Young Children. (2006). National Association for the Education of Young Children. Washington, DC: NAEYC. Standards for program improvement.
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.
Frede, E., & Ackerman, D. (2007). Preschool curriculum decision-making: Dimensions to consider. National Institute for Early Education Research, Preschool Policy Brief (12). This article addresses key factors in developing a curriculum: child’s home life; child’s cognitive, social, and emotional development; teacher/learner roles; children with special needs; assessment; research based curriculum; materials needed; parent involvement; and transition to kindergarten.
Gilliam, W.S., & Leiter, V. (2003). "Evaluating early childhood programs: Improving quality and informing policy." Zero to Three, 23 (6), 6-13.
Harbin, G., Rous, B., & McLean, M. (2005).Issues in designing state accountability systems. Journal of Early Intervention, 27(3), 137-164.
Harbin, R. (2004). "Issues in designing state accountability systems." Journal of Early Intervention, 27 (3), 137-164.
Hayden, P., Frederick, L., & Smith, B.J. (2003). A roadmap for facilitating collaborative teams. Longmont, CO: Sopris West. Details the rationale and resources for creating collaborative teams to promote meaningful change in local early childhood systems.
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.
Kellegrew, D.H., O’Brien, S., & Groppenbacher, E. (2003). "Evidence-based program evaluation: A guide for agencies to self-assess their practices and policies." Zero to Three, 23(6), 53-59.
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.
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.
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.
Patterson, J., & Protheroe, N. (2001). Essentials for principals: School leader’s guide to special education. National Association of Elementary School Principals.
Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ED). Baltimore: Brookes Publishing Company.
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.
Schweinhart, L.J. (2008). Creating the best prekindergartens: 5 Ingredients for long-term effects and returns on investment. Education Week, 27(28), 27-36. Discusses 5 essential program ingredients for a quality Pre-K experience: including children who are low income or at risk; qualified teachers and ongoing support for them; use of a research-based child development curriculum; teachers spending substantial time with parents; continual assessment of program quality, and children’s development of school readiness skills.
Shonkoff, J. (2004). "Evaluating early childhood services: What’s really behind the curtain?" The Evaluation Exchange, 10 (2), 3-4.
Trivette, C.M., & Dunst, C.J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELL Reviews, 1(2), 1-12. This is a synthesis of research addressing the effectiveness of reading instruction with preschoolers when looking at dialogic reading, interactive shared book reading, and shared book reading.
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.
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.
Schumacher, R., Irish, K., & Lombardi, J. (2003). Meeting great expectations: Integrating early education program Standards in child care, Washington, DC: Center for Law and Social Policy. (ED480607)
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
Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2003). Standards for pre-school children’s learning and development: Who has standards, how were they developed and how are they used? Greensboro, NC: SERVE.
Scott-Little, C., Kagan, S.L., & Frelow, V.S. (2005). Inside the content: The depth and breadth of early learning Standards. Greensboro, NC: SERVE.
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.
From Early Steps (Part C) to Prekindergarten Programs:
Malone, D., & Gallagher, P. (2008). Transition to preschool programs for young children with disabilities. Journal of Early Intervention, 30(4), 341-356. Examines factors influencing smoother transitions and placements of young children with disabilities into Part B preschool special education 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.
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L.A. (2007). The transition process for young children with disabilities. Infants and Young Children, 20(2), 135-148.
Rous, B., & Hallam, R. (2006). Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families. Baltimore: Paul H. Brookes.
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.
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L.A. (2007). The transition process for young children with disabilities. Infants and Young Children, 20(2), 135-148.
Rous, B., & Hallam, R. (2006). Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families. Baltimore: Paul H. Brookes.
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.
Interagency Agreements:
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
Family Involvement in Transition:
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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