Affiliation:
1. University of Illinois at Urbana-Champaign,
2. University of Illinois at Urbana-Champaign
Abstract
The purpose of this study was to examine how interagency agreements are developed that focus on the transition of children with special needs from early intervention programs to early childhood special education. Particularly, this study used elements of the conceptual models of collaboration proposed by Harbin and McNulty (1990) and Gray (1985) to study the conditions that might facilitate or impede the writing of these agreements and the possible changes of these conditions over time. Participants from four teams attempting to write an interagency agreement on the preschool transition were interviewed at three points in time, spanning 5 months. Results of the interviews suggested that writing an interagency transition agreement was a complex, multidimensional, and sequential process.
Subject
Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health
Reference14 articles.
1. Elder, J.O. (1980). Essential components in development of interagency collaboration. In J. O. Elder & P. R. Magrab (Eds.), Coordinating services to handicapped children: A handbook for interagency collaboration (pp. 181—203). Baltimore: Paul H. Brookes.
2. The Transition Between Early Intervention Services and Preschool Services: Administrative and Policy Issues
3. Conditions Facilitating Interorganizational Collaboration
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