This position paper offers recommendations related to problems and promises of early childhood education in the public schools. Issues of particular concern to school boards in the state of New York are considered. A summary of recommendations and introductory background information are followed by a section that focuses on child care and the…

A study was conducted over a 15-week period during which 6 preschoolers made weekly visits to a day-care center. There was little spontaneous cooperative play between day-care children and children with disabilities. Students with disabilities showed increased social and play skills. (LB)

This booklet, with English and Spanish versions, provides a step-by-step procedure to help families find an appropriate preschool program in the community for their child with disabilities. The booklet lists six steps for locating a program: (1) decide what kind of program is wanted for the child; (2) complete included form outlining child's needs…

This response to a paper on teacher communication in cases of dual enrollment of preschool children in both early intervention and day care stresses the need for formal mechanisms to ensure collaborative planning and ongoing communication among the multiple adults involved in the child's day. (DB)

Examined attitudes of 76 Singaporean preschool teachers and supervisors regarding integrating young children with disabilities into mainstream preschool centers. Findings indicated that the majority of teachers were willing to consider integrating but voiced concerns about their abilities to cope on a daily basis without relevant information about…

A survey of 111 Texas teachers and aides was undertaken to identify the responsibilities and training needs of paraprofessionals working with handicapped children in public schools and in child care centers. Among findings were that teachers and aides in public schools differed in their responses more often than teachers and aides in day care…

The Great Lakes Quality Improvement Center for Disabilities (GLQIC-D) serves Head Start programs in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin, and conducts an annual needs assessment of these programs. For the 1998-99 assessment, 229 Head Start directors completed the survey, which gathered information regarding: (1) program…

Part of a continuing feature on different aspects of early intervention that reviews resources that cost $50 or less, this article profiles six resources for the development of personnel and policies that support inclusion. The resources address childcare, preschool administration, and best practices in integration inservice training models. (CR)

The Carolina Approach to Responsive Education is a comprehensive multidisciplinary educational program for preschool children and their families based on a general systems theory of development which includes such features as small groups, experienced staff, male role models, volunteers, medical care, playgrounds, field trips, home visits, and a…

Factors used in selecting children for admission to preschool programs and factors that determine the way children are grouped within preschool programs are discussed. Factors that affect the composition and number of children admitted to a program are said to include funds, number of staff available, size of facility, current legislation and…

Four Native American tribes have successfully integrated services for children into their child care programs. Two tribes operate child care and Head Start-preschool programs in the same facility. Another tribe runs a child care program with extensive outreach and assistance for families with special needs children. The fourth has a child care…

Introduces this special issue on the evolving childcare and early education services in the city/nation of Singapore and presents ongoing research interests in the area. Topics for articles include an historical overview; the role of play, language development, and early reading experiences for young children; number concepts; and early-childhood…

The Great Lakes Quality Improvement Center for Disabilities (Region V QIC-D or GLQIC-D) serves Head Start Programs in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin, and conducts an annual needs assessment of the Head Start Disability Services Coordinators. For 1998, 264 coordinators completed the survey, which gathered information…

This final report discusses the Social Integration Project (SIP), designed to systematically integrate young handicapped children academically and socially into existing early education programs. Four goals were set forth: (1) placing handicapped children into local mainstream day care centers; (2) installing a comprehensive program and curriculum…

This response to a paper on teacher communication in cases of dual enrollment of preschool children in both early intervention and day care stresses a distinction between communication and collaboration, the importance of family permission and involvement in any cross-program communication network, and the responsibility of the early intervention…