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Direct linkUnderwood, Kathryn; Frankel, Elaine; Parekh, Gillian; Janus, Magdalena – Exceptionality Education International, 2019
This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are…
Descriptors: Early Childhood Education, Labeling (of Persons), Student Needs, Students with Disabilities
Download full textCobanoglu, Fatma; Sevim, Suadiye – International Journal of Educational Methodology, 2019
Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which…
Descriptors: Educational Environment, Student Rights, Kindergarten, Program Effectiveness
Friedman-Krauss, Allison; Garver, Karin; Nores, Milagros; Li, Zijia; Whitman, Charles – National Institute for Early Education Research, 2020
The National Institute for Early Education Research (NIEER) conducted a needs assessment to understand and describe early childhood services for preschool-age children with an Individualized Education Program (IEP) in the state of Connecticut. In collaboration with the Connecticut State Department of Education (CSDE), NIEER developed survey…
Descriptors: Preschool Education, Students with Disabilities, Individualized Education Programs, Needs Assessment
