Writing an interagency transition agreement to bridge early intervention and early childhood special education services: Supports and barriers

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). Participants from four interagency teams attempting to write an agreement were interviewed. The content of these interviews were analyzed and differences among teams and among participant roles on each team also were examined. Results suggested that writing an interagency transition agreement was a complex, multidimensional, and sequential process.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Wischnowski, Michael William

Contributors dc:contributor

• McCollum, Jeanette A.

• Education, Administration
• Education, Early Childhood
• Education, Special

Statement dc:rights

• Copyright 1996 Wischnowski, Michael William

Language dc:language

eng

Identifier

9780591089165
AAI9702716
(UMI)AAI9702716

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23120