A Model for Transitioning into a Preschool Program.

Autor/in	Bennett, Theresa
Institution	University of Southern Mississippi, Hattiesburg. Dept. of Special Education.
Titel	A Model for Transitioning into a Preschool Program.
Quelle	(1998), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Leitfaden; Unterricht; Lehrer; Agency Cooperation; Early Intervention; Educational Legislation; Family Programs; Individualized Family Service Plans; Infants; Inservice Education; Learning Modules; Meetings; Multiple Disabilities; Parent Participation; Postsecondary Education; Preschool Children; Preschool Education; Professional Development; Severe Disabilities; Toddlers; Training Methods; Transitional Programs; Mississippi + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; Family program; Familienprogramm; Infant; Toddler; Toddlers; Kleinkind; Berufsbegleitende Ausbildung; Learning module; Lernmodul; Meeting; Tagung; Multiple disability; Mehrfachbehinderung; Elternmitwirkung; Post-secondary education; Tertiäre Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Severe disability; Schwerbehinderung; Infants; Didaktik; Trainingsmaßnahme
Abstract	This training module on transitioning young children with disabilities into preschool programs is from the Mississippi Early Education Program for Children with Multiple Disabilities, a program designed to train Individuals with Disabilities Education Act Part H service coordinators and service providers to use family centered strategies. Objectives of the training include teaching practitioners to recognize the importance of agency collaboration for the transition from intervention services to preschool. The module was developed to be used as a guideline for assisting families and service providers in planning the movement from home-based services to center-based services. It is divided into the following sections: (1) introduction and pre-post test; (2) transition collaboration; (3) Individuals with Disabilities Education Act Part B, H, and Head Start; (4) sample of final goals appropriate to complete the requirements for including transition on the Individualized Family Service Plan; (5) gathering information and recognizing the needs for a successful transition process; (6) a model that can be utilized to facilitate the transition meeting; (7) common barriers that are found in interagency coordination, how to recognize those barriers, and strategies for working together for a successful transition. An appendix includes relevant forms and transparencies. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC