Using the EI/ECSE Standards to Inform Families’ Expectations and Advocacy Efforts
Author:
Affiliation:
1. Illinois Department of Human Services
2. University of Illinois Urbana–Champaign
3. Parent, IL
4. Family Matters
Publisher
SAGE Publications
Subject
Developmental and Educational Psychology,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/10962506221099020
Reference15 articles.
1. Personnel Development Practices in Early Childhood Intervention
2. Bruns D. A., LaRocco D. J. (2019). Supporting parents’ confidence to pull up a chair at the early intervention/early childhood special education table. Young Exceptional Children, 22(1), 38–49. http://dx.doi.org/10.1177/1096250617725514
3. Burke M. M., Meadan-Kaplansky H., Patton K. A., Pearson J. N., Cummings K. P., Lee C. (2018). Advocacy for children with social-communication needs: Perspectives from parents and school professionals. Journal of Special Education, 51, 191–200. https://doi.org/10.1177/0022466917716898
4. Coogle C. G., Hanline M. F. (2016). An exploratory study of family-centred help-giving practices in early intervention: Families of young children with autism spectrum disorder. Child & Family Social Work, 21(2), 249–260. http://dx.doi.org/10.1111/cfs.12148
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