Thesis (M. Psych. Ed.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains x, 157 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 127-143).

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 21 pages. Bibliography: p. 15-16.

Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 22, 2005. Dissertation Committee: Thomas P. Crumpler (chair), Susan W. Nall, Dent M. Rhodes, Beatrice B. Smith. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Theses (Ed. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 277, [278-326]. Bibliography: p. [278-304]

Dual certification of early childhood/early childhood special education is an ideal way to certify preschool teachers. Having both certifications is particularly advantageous in rural areas due to the lack of practitioners trained to work in inclusive settings. This session is a conversation about how to best merge/offer these certifications.

Musical activities are at the centre of Music on the Lap, a Dutch approach to early childhood music education. The present study takes an in-depth look at the role of movement in these musical activities and thereby focuses on the representation of musical elements through movement. This study has among its aims the raising of more awareness for the conscious use of movement in early childhood music education. Departing from an embodied approach within an interpretative design, the premise of the current study is that movement should be considered an important form of kinaesthetic representation through which preschool children can come to understand and learn different aspects of music. The musical movement responses of children aged 18 to 36 months in a regular Music on the Lap setting were investigated. The musical movement behaviour of the children, during specific musical activities, was captured on DVD and the individual responses of 27 children were analysed. Interviews with the participating teacher provided important additional information. Through microanalysis of the children’s movements, the study arrived at a theoretical interpretation: movement responses to music can be considered enactive symbols, creating direct and indirect representations of musical characteristics. To further musical learning the movements should be firmly based in a temporal framework of aural and verbal connotations in order to stimulate purposeful movement responses. This temporal framework should be structured by the teacher through a process of appropriate movement models and verbal guidance to arrive at meaningful movement actions, which can consequently generate implicit and explicit musical kinaesthetic and musical representational knowledge. In this process the children are actively participating to construct with body and mind their own musical knowledge.