Literaturnachweis - Detailanzeige
| Autor/inn/en | Prendeville, Jo-Anne; Ross-Allen, Jane |
|---|---|
| Titel | The Transition Process in the Early Years: Enhancing Speech-Language Pathologists' Perspectives. |
| Quelle | In: Language, Speech, and Hearing Services in Schools, 33 (2002) 2, S.130-36 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0161-1461 |
| Schlagwörter | Leitfaden; Cooperation; Educational Practices; Family School Relationship; Interdisciplinary Approach; Kindergarten; Language Impairments; Preschool Education; Speech Impairments; Therapists; Transitional Programs Co-operation; Kooperation; Bildungspraxis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school education; Vorschulerziehung; Language handicps; Language impairments; Therapist; Therapeut |
| Abstract | This article provides information from a speech-language perspective pertaining to transitions in the early years, especially between preschool settings and kindergarten. It highlights challenges in transition and delineates critical components of transition planning including family-school partnerships, collaboration, and written policies and procedures. The article concludes with a set of best practices to guide a model for early transition. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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