Preschool Children with Special Needs: Children at Risk, Children with Disabilities

TL;DR: The transition of young children with autism from early intervention to school needs to be carefully managed in order to maintain intervention gains, protect against the risk of child-and-family anxiety, and enable a successful start to formal education as mentioned in this paper.

TL;DR: In this paper, the authors assessed the level of gross motor skill development among pre-and early school-aged children with motor disability and found significant differences among pre and early school gross motor development in terms of locomotors and object manipulation skills.

TL;DR: In recent years, inclusion has become a more prevalent service delivery option for preschool children with disabilities (Odom, 2000; U. S. Department of Education, 2001) as mentioned in this paper.

TL;DR: The authors examined the concurrent and longitudinal relationships between temperament, school adjustment, and academic achievement in children at-risk, and found significant relationships between the children's temperament and their school adjustment; negative emotionality significantly correlated with and predicted academic achievement.

TL;DR: The author concludes that professionalism and coordination can coexist, and that the key issue in this relationship is the personal attitudes of those involved.

TL;DR: In this article, the authors analyse the coordination entre les different acteurs impliques dans les prestations de services destines aux enfants ayant un handicap d'ouie.