Early Childhood Special Education Exit Decisions: How Are They Made? How Are They Evaluated?

Martha L. Thurlow; James E. Ysseldyke; Jill A. Weiss

doi:10.1177/105381518801200307

Early Childhood Special Education Exit Decisions: How Are They Made? How Are They Evaluated?

Martha L. Thurlow, James E. Ysseldyke, Jill A. Weiss

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

Policy issues for early childhood special education programs in the areas of exit decision-making and follow-up procedures were generated through extensive naturalistic case studies of four early childhood special education programs. Located in urban, suburban, and rural communities, the programs were selected to reflect a variety of approaches to early childhood special education programming. Guidelines for exit decision-making and follow-up procedures conclude the report.

Original language	English (US)
Pages (from-to)	253-262
Number of pages	10
Journal	Journal of Early Intervention
Volume	12
Issue number	3
DOIs	https://doi.org/10.1177/105381518801200307
State	Published - Jul 1988

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title = "Early Childhood Special Education Exit Decisions: How Are They Made? How Are They Evaluated?",

abstract = "Policy issues for early childhood special education programs in the areas of exit decision-making and follow-up procedures were generated through extensive naturalistic case studies of four early childhood special education programs. Located in urban, suburban, and rural communities, the programs were selected to reflect a variety of approaches to early childhood special education programming. Guidelines for exit decision-making and follow-up procedures conclude the report.",

author = "Thurlow, {Martha L.} and Ysseldyke, {James E.} and Weiss, {Jill A.}",

year = "1988",

month = jul,

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