The Transition to Preschool for Children with Disabilities

Autor/in	Kasari, Connie
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	The Transition to Preschool for Children with Disabilities
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Developmental Disabilities; Transitional Programs; Early Intervention; Preschool Education; School Readiness; Educational Legislation; Equal Education; Federal Legislation; Minority Group Students; Eligibility; Teamwork; Family Role; Progress Monitoring; Infants; Toddlers; Preschool Children; At Risk Persons; Racial Differences; Ethnicity; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Bildungsrecht; Schulgesetz; Bundesrecht; Eignung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Risikogruppe; Rassenunterschied; Ethnizität; Kalifornien
Abstract	California continues to fall below national averages in identifying and serving infants, toddlers, and preschoolers with developmental disabilities. The transition between infant/toddler services, administered by the Department of Developmental Services, and preschool services for 3- to 5-year-olds, administered by the Department of Education, is fraught with several factors that hinder progress. The process lacks, among other things, a systematic screening and child tracking system; a data monitoring system for tracking progress of children; interagency and policy coordination; and preparation of family and staff for transitions. To significantly improve the state of early education for children with disabilities, California will need to make substantial investments. [This report was written with Amanda Dimachkie and Maria Pizzano.] (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01