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Citation: Kasprzak, C., J. Hurth, R. Rooney, S.E. Goode, J.C. Danaher, K.T. Whaley, S.S. Ringwalt, and D. Cate. 2012. “States’ Accountability and Progress in Serving Young Children With Disabilities.” Topics in Early Childhood Special Education 32 (3):151-163.


Resource Description: This article examines the positive impacts of efforts to improve outcomes for children in early childhood special education programs. Looking at data trends, the article reviews challenges, improvements and implications for future strategies in early childhood special education.


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Citation: Cheatham, G.A. 2011. “Language Interpretation, Parent Participation, and Young Children With Disabilities.” Topics in Early Childhood Special Education 31 (2): 78-88.


Resource Description: This article examines the adequacy, or lack thereof, in IEP interpretation and full participation of parents in IEP meetings and development. Several examples are given in which inadequate communication impacts early educators’ connection to  parents. Recommendations are also made regarding communication with non-Engish speaking parents of students receving early intervention special education support.


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Citation: Erwin, E.J., V.I. Puig, T.L. Evenson, and M. Beresford. 2012. “Community and Connection in Inclusive Early-Childhood Education: A Participatory Action Research Investigation.” Young Exceptional Children 15 (4): 17-28.


Resource Description: This article examines information from an action research project that lead to recommendations for inclusive environments for early childhood centers. The article discusses ways to connect and collaborate, learn about differences and create solid transitions between programs.


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Citation: Yell, M., A. Katsiyannis, R.P. Ennis, and M. Losinski. 2013. "Avoiding Procedural Errors in Individualized Education Program Development." Teaching Exceptional Children 46 (1): 56-64.


Description: This article reviews the five most common types of procedural errors found when writing IEPs. It gives tips and worksheets and a table of "dos" and "don'ts' to promote the development of appropriate IEPs.


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Citation: Whitby, P.J.S., T. Marx, J. McIntire, and W. Wienke. 2013. “Advocating for Students with Disabilities at the School Level.” Teaching Exceptional Children 45 (5): 32-39.


Resource Description: This article provides a professional overview of the ways in which school staff can advocate for their students along with some of the potentially negative consequences that can arise.  Suggestions are offered on how to effectively advocate for students.


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CITATION: Bradshaw, W. 2013. “A Framework for Providing Culturally Responsive Early Intervention Services.” Young Exceptional Children 16 (1): 3-15.

DESCRIPTION:  This article provides culturally responsive practices in working with diverse families of children receiving early intervention services. It pulls from a variety of fields of study and provides recommendations to better meet the needs of children from diverse populations.