Policy Analysis of Exit Decisions and Follow-Up Procedures in Early Childhood Special Education Programs. Research Report #14. Early Childhood Assessment Project.

Autor/inn/en	Thurlow, Martha L.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Policy Analysis of Exit Decisions and Follow-Up Procedures in Early Childhood Special Education Programs. Research Report #14. Early Childhood Assessment Project.
Quelle	(1986), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Case Studies; Comparative Analysis; Decision Making; Disabilities; Early Childhood Education; Evaluation Criteria; Evaluation Methods; Followup Studies; Program Evaluation; Regional Characteristics; School Policy; Special Education; Student Placement + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Follow-up studies; Kontaktstudium; Programme evaluation; Programmevaluation; Regionaler Faktor; Schulpolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	Relevant policy issues for early childhood special education (ECSE) programs to consider in the areas of exit decision making and follow-up procedures are identified in this report. These issues were generated through extensive naturalistic case studies of four ECSE programs located in urban, suburban, and rural communities and were selected to reflect a variety of approaches to ECSE programming. Data analysis indicated that the child's age is the most frequently used criterion in exit decisions, apparently influenced by very limited educational options for kindergarten and primary level handicapped children. Most programs used team approaches to make the exit decision, and some programs also conducted follow-up studies to evaluate students' progress. Guidelines for exit decision making and follow-up procedures conclude the report. (Author/CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01