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A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of...

Inclusion is not a “place”, but a culture that we create when practices are based on rights and inclusive belonging and contribution (McAnelly & Gaffney, 2019). Early childhood education settings in particular have witnessed an increase in inclusive...

The field of early childhood intervention for infants and young children with disabilities or delays has a rich history that spans many disciplines of practice. Both legislation and research has provided a foundation for how services are delivered to this...

This article reports data from a large-scale assessment using the Family Outcomes Survey with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to...

This study investigated whether mothers of children assessed as having gifted/high IQ at 5 years were more likely to scaffold their children in analogical and metacognitive thinking during the infant/toddler period than mothers of children with more...

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-up study. Children...