ERIC Number: ED443225
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Early Childhood Special Education for Children with Disabilities, Ages Three through Five: Transition.
Kolberg, Jeanette; Gustafson, Keith; Ekblad, Alan
This document presents North Dakota guidelines to help transitions of young children with disabilities. It identifies two critical service delivery transitions for these children: first, when the child enters early childhood special education services (ECSE) and second, when the child exits those services. Following an introduction, there is a discussion of the role of transition when the child first enters the program including development of the Individual Family Service Plan (IFSP). The following section focuses on the second transition, when the child exits the ECSE program, with sub-sections on the role of transition agreements and the role of curriculum. Appendices comprise the major portion of the document and include: a chart showing the transition process from infant development programs, a summary of notice/consent needs during the transition process, a comparison of federal requirements for the IFSP and the IEP (Individualized Education Program), the recommended 3-5 transition process from ECSE programs to school-age programs, a list of potential differences between ECSE and kindergarten programs, a list of social/survival skills critical for successful transitions, a kindergarten classroom checklist, and a preschool/kindergarten teacher questionnaire. (DB)
Descriptors: Curriculum Development, Delivery Systems, Disabilities, Early Childhood Education, Individualized Education Programs, Individualized Family Service Plans, Kindergarten, Special Education, State Standards, Transitional Programs
North Dakota Dept. of Public Instruction, Dept. of Special Education, 600 East Boulevard Ave., Dept. 201, Bismarck, ND 58505-0440; Tel: 701-328-2277 (Voice); Tel: 701-328-4920 (TDD); Fax: 701-328-4149.
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: North Dakota State Dept. of Public Instruction, Bismarck. Div. of Special Education.
Identifiers - Location: North Dakota