Abstract
Qualitative case studies of four early childhood special education programs selected to represent a variety of approaches to early childhood special education decision making, as well as different community settings (urban, suburban, and rural), were detailed. Case analyses specified issues in diagnostic assessment and were used to develop a set of programmatic guidelines for diagnostic assessment.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-22 |
| Number of pages | 22 |
| Journal | Special Services in the Schools |
| Volume | 4 |
| Issue number | 3-4 |
| DOIs | |
| State | Published - 1989 |
Bibliographical note
Funding Information:School systems are playing an increasingly important role in de- livery of special services for young children identified as handicapped. As public awareness of the availability of programming increases, and new legislative mandates are implemented, profes-sionals are charged with accurately identifying those young children who are in need of special services and with planning appropriate educational programs for them. Hamilton and Swan (1981) have The development of this report was supported by Grant No. GO08400652 from Special Education Programs, U.S. Department of Education. Points of view or opinions stated in this report do not necessarily represent the official position of Special Education Programs. Special appreciation is expressed to the school personnel, parents, and children who participated in the case studies used in this policy analysis.
Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
