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Writing an interagency transition agreement to bridge early intervention and early childhood special education services: Supports and barriers

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Title: Writing an interagency transition agreement to bridge early intervention and early childhood special education services: Supports and barriers
Author(s): Wischnowski, Michael William
Doctoral Committee Chair(s): McCollum, Jeanette A.
Department / Program: Education
Discipline: Education
Degree Granting Institution: University of Illinois at Urbana-Champaign
Degree: Ph.D.
Genre: Dissertation
Subject(s): Education, Administration Education, Early Childhood Education, Special
Abstract: The purpose of this study was to examine how interagency agreements focusing on the transition of children from early intervention programs to early childhood special education are developed. Particularly, the conditions that may facilitate or impede the writing of these agreements, and whether these conditions change over time, were studied, using elements of the conceptual models of collaboration proposed by Gray (1985) and Harbin and McNulty (1990). Participants from four interagency teams attempting to write an agreement were interviewed. The content of these interviews were analyzed and differences among teams and among participant roles on each team also were examined. Results suggested that writing an interagency transition agreement was a complex, multidimensional, and sequential process.
Issue Date: 1996
Type: Text
Language: English
URI: http://hdl.handle.net/2142/23120
ISBN: 9780591089165
Rights Information: Copyright 1996 Wischnowski, Michael William
Date Available in IDEALS: 2011-05-07
Identifier in Online Catalog: AAI9702716
OCLC Identifier: (UMI)AAI9702716
 

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