WorldCat Identities

Frank Porter Graham Child Development Center Technical Assistance Development System

Works: 70 works in 154 publications in 1 language and 2,790 library holdings
Genres: Directories  Periodicals  Conference papers and proceedings  Bibliography  Bibliographies 
Classifications: LC4019.2, E
Publication Timeline
Most widely held works about Frank Porter Graham Child Development Center
Most widely held works by Frank Porter Graham Child Development Center
Teaching parents to teach : a guide for working with the special child by David L Lillie( Book )

3 editions published between 1976 and 1984 in English and held by 297 WorldCat member libraries worldwide

Early education in Spanish-speaking communities( Book )

1 edition published in 1978 in English and held by 213 WorldCat member libraries worldwide

Directory( )

in English and held by 203 WorldCat member libraries worldwide

Curricula for high-risk and handicapped infants( Book )

2 editions published in 1982 in English and held by 185 WorldCat member libraries worldwide

Benefits of early intervention for special children by Pamela W Bailey( Book )

4 editions published between 1984 and 1985 in English and held by 157 WorldCat member libraries worldwide

Affecting state legislation for handicapped preschoolers by Barbara J Smith( Book )

2 editions published in 1983 in English and held by 128 WorldCat member libraries worldwide

Overview and directory( )

in English and held by 105 WorldCat member libraries worldwide

Microcomputers for early childhood special education by Joicey L Hurth( Book )

4 editions published in 1985 in English and held by 83 WorldCat member libraries worldwide

Common outreach indicators by Glendon Casto( Book )

5 editions published between 1985 and 1988 in English and held by 81 WorldCat member libraries worldwide

Planning services for young handicapped American Indian and Alaska Native children( Book )

4 editions published in 1980 in English and held by 68 WorldCat member libraries worldwide

Serving young handicapped children in rural America : proceedings of the HCEEP Rural Workshop, Maxwell House Hotel, Nashville, Tennessee, March 12-14, 1980 by Hceep Rural Workshop( Book )

4 editions published in 1980 in English and held by 66 WorldCat member libraries worldwide

Competency-based teacher education by Patricia Hutinger( Book )

4 editions published in 1983 in English and held by 65 WorldCat member libraries worldwide

An early childhood special education primer by Joy Hicks Cooper( Book )

5 editions published in 1981 in English and held by 65 WorldCat member libraries worldwide

Intended for state education agencies and State Implementation Grant directors and coordinators, the booklet provides basic information on providing educational services to preschool handicapped children. Major premises include the following: the effectiveness of early education of handicapped children is supported by research; and early childhood special education can be viewed not only as a remedial effort, but also as a preventative measure that may eliminate the need for long-term remedial assistance. Handicaps for which help is available through current federal funds are listed and include deaf, deaf/blind, mentally retarded, hard of hearing, multihandicapped, orthopedically impaired, other health impaired, seriously emotionally disturbed, specific learning disabled, speech impaired, and visually handicapped. It is reported that services paid for by the federal government are delivered to the public through center based, home based, combination home and center based, and hospital based methods. Characteristics of successful programs are identified and include individualized education programs, parent involvement, ongoing training for staff and parents, a sound theoretical base, clearly stated philosophy and goals, and identification and intervention activities that occur as early as possible. Tables with information on various resources, such as hceep (Handicapped Children's Early Education Program) organizations and information services, are offered. A bibliography completes the booklet. (Sw)
Planning for a culturally sensitive program by Joy Hicks Cooper( Book )

4 editions published in 1981 in English and held by 64 WorldCat member libraries worldwide

Intended for administrators, program planners, teachers, paraprofessionals and other personnel involved in special education, the booklet provides guidelines for working with culturally diverse children. Three philosophical positions regarding the culturally different are separatism (which maintains that children should be separated from one another on the basis of their ethnic gackground), the melting pot approach (which states that culture traits from distinct cultural groups should be allowed to merge), and cultural pluralism (which proposes that values, standards, and worth of all cultures must be allowed to exist within one society). Cultural pluralism is probably the most compatible with the national trend toward individualized programs for special preschoolers. Ten special needs in programs for culturally diverse children include the need to acknowledge whites from low socioeconomic backgrounds as culturally different, the need to expand program content to reflect the cultural variety of the population, and the need to involve parents in educating their children. In working with special preschoolers from minority backgrounds, it is important to keep in mind the fact that curriculums in special education have been systems of highly varied learning experiences with clearly articulated goals and objectives with the purpose of helping each child function better in the environment. Among the criteria for selecting curriculums are relevancy of goals, comprehensiveness, provisions for individualized and group instruction, remedial focus, validity and reliability, appropriateness, functional purpose, and the child's home, community and language. In modifying curriculums for culturally different children, different materials and languages, styles, and expectations need to be explored. A list of programs using three models (diagnostic-prescriptive, Piagetian, and behavioral) is appended, and a bibliography is offered. (Sw)
Gathering information from parents by Patricia Vandiviere( Book )

4 editions published in 1981 in English and held by 63 WorldCat member libraries worldwide

Intended for administrators and staff members of programs that serve young handicapped children and their parents, the booklet provides descriptions of information gathering procedures useful in helping program personnel learn about and work with parents. The document is organized into three major sections: assessment of parent needs for information and assistance, assessment of parent change or progress, and assessment of parent reaction to program services for themselves and for their children. Each section begins with a brief introduction presenting suggestions and cautions concerning the assessment instruments. Within each section are a series of abstracts which describe an array of methods for gathering information. Abstracts contain the following information: title, author(s), source from which measure can be obtained, variables assessed, type of measure, respondent(s), description of measure (including sample items), and administration schedule. Twenty-one assessment instruments are covered, including Needs Assessment Inventory, Professional's Assessment of Parent Needs and Progress, Desired Parent Outcomes Rating Scale, Monthly Parent Advisor Evaluation Form, Parent/Family Involvement Index, Readiness Levels of Parents, Skills Inventory for Parents, Parent Attitude Assessment, and Parent Questionnaire--Preschool Handicapped Program. (Sw)
A Case study of technical assistance to demonstration programs for young handicapped children( Book )

in English and held by 62 WorldCat member libraries worldwide

Special education mandated from birth by Joan D Anderson( Book )

4 editions published in 1981 in English and held by 61 WorldCat member libraries worldwide

The report presents results from a survey of four states (Iowa, Maryland, Michigan, and Nebraska) regarding mandates for the provision of special education services for children below 3 years of age. An overview of each state's mandate contains a brief description of the law and how it came to be; an explanaton of the way responsibilities are shared among the state education agency, the local education agency, and any regional education units; an examination of service delivery models and a discussion of the way very young children are identified and then referred for special education; and a look at how completely the mandate is being implemented throughout the state and what difference it has made in providing services to infants. A contact person and a mailing address are listed for each state. Mandates among the states are compared in terms of historical background, administrative roles and responsibilities, funding, referral/child find, eligibility for services, service delivery models, certification, and mandate implementation. Noted among findings are that common to all states is a coalition of parents, professionals, and/or concerned citizens in developing and passing the legislation; that there are two general approaches for funding--a combination of federal, state, and local monies (in Maryland and Michigan) and federal funds used for the majority of services (in Iowa and Nebraska); and that home based programs are the predominant means for delivering services to handicapped infants in all four states. Certification of teachers, funding and administration, and eligibility for services are handled in a variety of ways by the different states. Appended is a list of the survey questions used with the four states. (Sw)
Planning for dissemination by Susan Loucks-Horsley( Book )

4 editions published in 1983 in English and held by 60 WorldCat member libraries worldwide

The Young black exceptional child : providing programs and services by Etats-Unis( Book )

5 editions published between 1980 and 1982 in English and held by 60 WorldCat member libraries worldwide

Seven author contributed chapters provide information for designing and administering an early childhood education program to Black exceptional children, taking into consideration the issues such as barriers and issues as growth in mental health problems, diversity of backgrounds, and need for successful parent participation. Chapters have the following titles and authors: "Considerations in Orchestrating an Early Childhood, Special Education Program--A Black Administrator's Perspective" (L. Fitts); "Curriculum and Instructional Strategies" (H. Hankerson); "Serving Parents and Families of Young Black Children with Special Needs" (J. Bickerstaff); "Personnel Development" (J. Birckhead, B. Coppock, Jr.); "Issues in Assessment" (L. Olion); "Mental Health Problems and the Black Child--Issues of Incidence, Treatment and Prevention" (H. Myers); and "Focus for the Future" (E. Jackson). Papers are designed to present alterntives for intervening with Black children and their families, present strategies useful for Black professionals who are in leadership roles such as planning and administering early childhood programs for exceptional children, and present a synthesis of information currently being employed in addressing issues related to the Black exceptional children and his/her family. Appended are an annotated bibliography of books and background readings for and about Black children and Black Americans, and descriptive information on three resource agencies (National Black Child Development Institute, National Council for Black Family and Child Development, and Black Caucus of Special Educators). (Sb)
An introduction to planning local programs for young handicapped children : an information resource for local school system personnel, parents, and others by Pascal Louis Trohanis( Book )

4 editions published in 1985 in English and held by 59 WorldCat member libraries worldwide

Designed to help state administrators acquaint local educators and parents to the importance of short- and long-term planning for young handicapped children, the paper examines issues for local planning teams. An introductory section provides an overview of the challenge of working with young handicapped children. Five interactive planning activities are examined (sample subtopics in parentheses): (1) obtaining authorization; (2) using a planning team (coordinator's major tasks); (3) conducting a needs assessment (community, state, cultural, and national influences); (4) formulating philosophy and goals (early childhood, special education and related areas, multicultural education); and (5) delineating the intervention service (child services, family involvement, staffing, inservice education, community awareness and liasion, evaluation, financial and business affairs, and administration, management, and coordination). A reference list is included. (CL)
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Audience Level
Audience Level
  Kids General Special  
Audience level: 0.50 (from 0.39 for Teaching p ... to 0.74 for Needs asse ...)

Alternative Names

T.A.D.S. (Frank Porter Graham Child Development Center. Technical Assistance Development System)


TADS (Frank Porter Graham Child Development Center. Technical Assistance Development System)

Technical Assistance Development System (Frank Porter Graham Child Development Center)

Technical Assistance Development System (Frank Poter Graham Child Development Center)

University of North Carolina at Chapel Hill. Technical Assistance Development System

English (75)