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Transition to Preschool Special Education: A Review of the Literature.

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Title: Transition to Preschool Special Education: A Review of the Literature.
Authors: Malone, DeliaG.1 (AUTHOR), Gallagher, Peggy2 (AUTHOR) spepag@langate.gsu.edu
Source: Early Education & Development. Jul2009, Vol. 20 Issue 4, p584-602. 19p.
Subject Terms: *Preschool education, *Early childhood education, *Preschool teaching, *Special education, *Education, *Mainstreaming in special education
Abstract: Research Findings: Services to young children with disabilities and their families are provided through state and federal resources to those who meet eligibility requirements. This article reviews the literature that addresses the transition to preschool special education services occurring from the time a child reaches 2 years, 6 months, of age until the child's third birthday. Practice or Policy: We discuss the conceptual frameworks of transition, as well as the definition and requirements of transition, and factors affecting a smooth transition for young children and their families. We also present literature on transition practices such as technical assistance and collaboration, parent and family experiences, program quality, assistance for children and families, and policy considerations, as well as implications and recommendations for future research. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Transition to Preschool Special Education: A Review of the Literature.
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  Data: <searchLink fieldCode="AR" term="%22Malone%2C+DeliaG%2E%22">Malone, DeliaG.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gallagher%2C+Peggy%22">Gallagher, Peggy</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> spepag@langate.gsu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2009, Vol. 20 Issue 4, p584-602. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teaching%22">Preschool teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink>
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  Label: Abstract
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  Data: Research Findings: Services to young children with disabilities and their families are provided through state and federal resources to those who meet eligibility requirements. This article reviews the literature that addresses the transition to preschool special education services occurring from the time a child reaches 2 years, 6 months, of age until the child's third birthday. Practice or Policy: We discuss the conceptual frameworks of transition, as well as the definition and requirements of transition, and factors affecting a smooth transition for young children and their families. We also present literature on transition practices such as technical assistance and collaboration, parent and family experiences, program quality, assistance for children and families, and policy considerations, as well as implications and recommendations for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=43579184
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        Value: 10.1080/10409280802356646
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        Text: English
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      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Preschool teaching
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      – SubjectFull: Special education
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      – SubjectFull: Education
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      – SubjectFull: Mainstreaming in special education
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              Text: Jul2009
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