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Early intervention/early childhood special education recommended practices by

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Published by Pro-Ed in Austin, Tex .
Written in English



  • United States.


  • Children with disabilities -- Education (Early childhood) -- United States.,
  • Children with disabilities -- Services for -- United States.,
  • Early childhood education -- Parent participation -- United States.,
  • Special education -- United States.

Book details:

Edition Notes

Includes bibliographical references and indexes.

Statement[edited by] Samuel L. Odom, Mary E. McLean.
ContributionsOdom, Samuel L., McLean, Mary E.
LC ClassificationsLC4031 .E27 1996
The Physical Object
Paginationix, 448 p. :
Number of Pages448
ID Numbers
Open LibraryOL793221M
ISBN 100890796483
LC Control Number95025823

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Description Featuring the application of evidence-based strategies, ecological and family-based approaches, effective learning, and the use of responsive cultural/linguistic practices, Early Childhood Education ( Years): Strategies for Positive Outcomes, prepares students for all the professional knowledge and skill competencies they need to promote optimal development in Availability: Available. Early Intervention (EI) and Early Childhood Special Education (ECSE) provides screening and intervention services to families with children ages birth to kindergarten who are at risk of having a developmental delay or have been identified with a developmental delay or disability. DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Sandall, Susan; McLean, Mary E.; Smith, Barbara J. This book is designed to provide guidance on effective practices that are related to better outcomes for young children with disabilities, their families, and the personnel who serve by: The Recommended Practices were first developed by DEC in to provide guidance to the relatively new field of early intervention/early childhood special education. In the late s, work was undertaken to revise the initial set of practices and establish the evidence base for the practices through an extensive review of the literature.

West 10th Street. The Dalles, OR Phone: () Fax: () Early Intervention serves children ages birth to three years old who have been identified with developmental delays or a disability. Early Childhood Special Education serves children ages three to five years old (before the entrance of Kindergarten) who have been identified with . This section of Info to Go from the Laurent Clerc National Deaf Education Center at Gallaudet University highlights resources focused on early intervention and early childhood education. Resources are divided into three categories: A. Family and professional resources B. National organization resources: early intervention C. Stakeholder documents and position papers. What is Early Childhood Intervention? Early intervention (EI) services are designed for children between birth and three-years-old. In Minnesota early childhood intervention services are provided through the public school system under the umbrella of Early Childhood Special Education (ECSE). Preparation and Retention of Early Intervention/Early Childhood Special Education Personnel: Preparing for Evidence-Based Practice in High Need Early Childhood Settings. Funded by U.S. Department of Education Office of Special Education Programs ( – ) Role: Principal Investigator; Award: $1,,

Early Intervention/Early Childhood Special Education: Recommended Practices [Odom, Samuel L., McLean, Mary E.] on *FREE* shipping on qualifying offers. Early Intervention/Early Childhood Special Education: Recommended PracticesAuthor: Samuel L. Odom. National Resources. The following is a selection of national resources relevant to Early Childhood Special Education (ECSE). ASD Toddler Initiative. Center for Early Literacy Learning. The Center on Enhancing Early Learning Outcomes. The Center to Mobilize Early Childhood Knowledge. The second edition of the Handbook of Early Childhood Intervention provides a comprehensive overview of this complex and continually evolving field by an outstanding group of contributing authors. It combines rigorous scholarship with state-of /5(3). intervention or preschool special education. Even in the best system, it is likely that not all families or children will achieve all of the desired outcomes. Nevertheless, early intervention and early childhood special education should strive to achieve the outcomes for all the families and children they serve. Family Outcomes Size: 55KB.