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Children Enrolled in Multiple Programs
dc.contributor.authorDonegan, Maryen_US
dc.contributor.authorOstrosky, Michaeleneen_US
dc.contributor.authorFowler, Susanen_US
dc.date.accessioned2010-04-13T19:19:41Z
dc.date.available2010-04-13T19:19:41Z
dc.date.issued1996en_US
dc.identifier.citationDONEGAN, MARY; OSTROSKY, MICHAELENE; FOWLER, SUSAN (1996). "Children Enrolled in Multiple Programs." Journal of Early Intervention 2(20): 95-106. <http://hdl.handle.net/2027.42/67290>en_US
dc.identifier.issn1053-8151en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/67290
dc.description.abstractMany preschool children with special needs who require full-day child care are dually enrolled in a special education preschool and another early childhood program. The purpose of this descriptive study was to obtain information regarding current practices in staff communication across these programs in 6 communities. A sample of 24 teachers of children enrolled in more than 1 program completed a questionnaire and participated in a structured interview. Findings indicate that teachers recognized the need for staff communication; however, the intensity and nature of their communication varied. Teachers communicated most frequently across programs when behavior problems were evident and when time and resources were available. A comparison of actual to ideal practices yielded differences in both frequency and method of communication.en_US
dc.format.extent3108 bytes
dc.format.extent1647827 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleChildren Enrolled in Multiple Programsen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan-Dearbornen_US
dc.contributor.affiliationotherUniversity of Illinois at Urbana-Champaignen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/67290/2/10.1177_105381519602000201.pdf
dc.identifier.doi10.1177/105381519602000201en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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