The Impact of Interagency Agreements Written to Facilitate the Transition From Early Intervention to Preschool
Hadden, Donna S.
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Permalink
https://hdl.handle.net/2142/80278
Description
Title
The Impact of Interagency Agreements Written to Facilitate the Transition From Early Intervention to Preschool
Author(s)
Hadden, Donna S.
Issue Date
1998
Doctoral Committee Chair(s)
Fowler, Susan A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Early Childhood
Language
eng
Abstract
The majority of participants reported improved transition practices, increased knowledge on the part of professionals and families, and enhanced interagency relationships. The majority of the respondents credited the agreement with bringing about these changes. Variables that enhanced the implementation of the agreements included the ability of individuals from participating agencies to work together, clear guidelines for practice, and a process for reviewing and monitoring the agreement. A scarcity of resources to implement the agreement, a lack of commitment to the agreement, and a breakdown in the process to review and monitor the agreement were identified as variables that interfered with the successful implementation of the agreement. Finally, findings indicate that five of the six dimensions of collaboration, described by Harbin and McNulty (1990) and examined by Wischnowski (1995) apply to the implementation of local interagency agreements.
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