Children enrolled in multiple programs: Characteristics, supports, and barriers to teacher communication

Research output: Contribution to journalArticle

Abstract

Many preschool children with special needs who require full-day child care are dually enrolled in a special education preschool and another early childhood program. The purpose of this descriptive study was to obtain information regarding current practices in staff communication across these programs in 6 communities. A sample of 24 teachers of children enrolled in more than 1 program completed a questionnaire and participated in a structured interview. Findings indicate that teachers recognized the need for staff communication; however, the intensity and nature of their communication varied. Teachers communicated most frequently across programs when behavior problems were evident and when time and resources were available. A comparison of actual to ideal practices yielded differences in both frequency and method of communication.

Original languageEnglish (US)
Pages (from-to)95-106
Number of pages12
JournalJournal of Early Intervention
Volume20
Issue number2
DOIs
StatePublished - 1996

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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