{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23120"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23120","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Writing an interagency transition agreement to bridge early intervention and early childhood special education services: Supports and barriers","abstract":"The purpose of this study was to examine how interagency agreements focusing on the transition of children from early intervention programs to early childhood special education are developed. Particularly, the conditions that may facilitate or impede the writing of these agreements, and whether these conditions change over time, were studied, using elements of the conceptual models of collaboration proposed by Gray (1985) and Harbin and McNulty (1990). 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