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ERIC Number: ED284391
Record Type: RIE
Publication Date: 1986-Sep
Pages: 27
Abstractor: N/A
Reference Count: 0
Policy Analysis of Exit Decisions and Follow-Up Procedures in Early Childhood Special Education Programs. Research Report #14. Early Childhood Assessment Project.
Thurlow, Martha L.; And Others
Relevant policy issues for early childhood special education (ECSE) programs to consider in the areas of exit decision making and follow-up procedures are identified in this report. These issues were generated through extensive naturalistic case studies of four ECSE programs located in urban, suburban, and rural communities and were selected to reflect a variety of approaches to ECSE programming. Data analysis indicated that the child's age is the most frequently used criterion in exit decisions, apparently influenced by very limited educational options for kindergarten and primary level handicapped children. Most programs used team approaches to make the exit decision, and some programs also conducted follow-up studies to evaluate students' progress. Guidelines for exit decision making and follow-up procedures conclude the report. (Author/CB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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.