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Journal Article  December 17, 2013

Early childhood language interventions: An illustration of the model demonstration process

SRI Authors Erika Gaylor, Debra Shaver, Kathleen M. Hebbeler

Citation

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Gaylor, E., Wagner, M., Shaver, D., Fabrikant, N., & Hebbeler, K. (2013). Early childhood language interventions: An illustration of the model demonstration process – project findings in brief. SRI International.

Abstract

In administering the Individuals with Disabilities Education Act (IDEA), the U.S.  Department of Education’s Office of Special Education Programs (OSEP) pursues a mission of
“improving results for infants, toddlers, children and youth with disabilities ages birth through  21, by providing leadership and financial support to assist states and local districts” (U.S. Department of Education, 2007, p. 13485). An important part of that pursuit is the Research to Practice Division’s technical assistance, model demonstration, and dissemination activities. This project brief summarizes the characteristics, implementation experiences, and outcomes achieved  by one of OSEP’s investments in model demonstration activities—a cohort of three grantees that  demonstrated various approaches to implementing early childhood language interventions that targeted children with significant language disorders or delays and who were eligible for early intervention services.

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