This article makes the case that it no longer makes sense to delay the process of identifying children with disabilities until after kindergarten. The purposes, expectations, and day-to-day realities of kindergarten have changed, and children who eventually will be identified for special education are put at a considerable disadvantage when their…

Argues that many disabilities among children are increasingly attributable to environmental variables such as violence, poverty, toxic exposure, and family dysfunction. Notes that special education professionals have had primary responsibility for providing specialized services to disabled children and are uniquely qualified to provide resources,…

For preschool children, ages 3 through 5, four major purposes for gathering assessment information are: identification, diagnostic evaluation, program planning, and progress monitoring. This article describes key considerations for each purpose, focusing on the instruments used to collect assessment information. Strengths and concerns of…

Provides background information related to the use of computers in classrooms that have diverse populations including students with disabilities. Offers a rationale for examining structured approaches to teaching computer skills to young children. Describes one such structured approach. (TJQ)

The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for…