ERIC Number: ED284390
Record Type: RIE
Publication Date: 1986-Sep
Reference Count: 0
Policy Analysis of Instructional Intervention and Decision Making in Early Childhood Special Education Programs. Research Report #13. Early Childhood Assessment Project.
Ysseldyke, James E.; And Others
Findings related to instructional intervention and decision making from four in-depth ecological case studies were integrated and analyzed. The case studies focused on four early childhood special education (ECSE) programs that were characterized by a variety of approaches to ECSE decision making and by urban, suburban, and rural locations. The considerable variability found among the programs' intervention practices appeared to be influenced by demographic characteristics and available funds, program experience, and staff experience. Consistencies were seen across programs for team approaches to interventions, formulations of individualized education programs, and individualization of intervention practices. Trends affecting program effectiveness included availability of specialists, frequent change of program location, lack of formal evaluation of the intervention program, and relationship between ECSE efforts and those of regular education programs. (Author/CB)
Descriptors: Case Studies, Comparative Analysis, Decision Making, Disabilities, Early Childhood Education, Educational Diagnosis, Handicap Identification, Individualized Education Programs, Intervention, Program Evaluation, Regional Characteristics, School Policy, Screening Tests, Special Education, Student Evaluation
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.
Note: For other reports in this series, see EC 200 204-209.