The major goal of this Institute was to promote the use of evidence-based and recommended early intervention and preschool special education practices by teachers and other school personnel in kindergarten and the early elementary grades. The Institute was funded by the U.S. Department of Education, Office of Special Education Programs (H924Q50001).
Dunst, C. J., & Trivette, C. M. (2009). Importance, adoption and use of family-centered principles and practices in the early elementary grades (Winterberry Research Reports Vol. 2, No. 1). Asheville, NC: Winterberry Press.
Dunst, C. J. (2002). Family-centered practices: Birth through high school. Journal of Special Education, 36, 139-147.
Dunst, C. J. (1998). Family-centered practices in early intervention, preschool, elementary and secondary schools. In T. Bryan, R. Gersten, L. Irving, & T. Keating (Eds.), The relationship between professional practices and family involvement: A review of research. Final Report. (pp. 52-94). Washington, DC: U.S. Department of Education, Office of Special Education Programs.
Wolery, M., & Dunst, C. J. (2000, January). Early childhood follow-through research institute. Presentation made at the IDEAs for the 21st Century National Office of Special Education Early Childhood Conference, Washington, DC.
Dunst, C. J., & Trivette, C. M. (1998, February). Current and prospective use of family-centered principles and practices in the early elementary grades. Paper presented at the U. S. Department of Education, Early Education Program for Children with Disabilities Project Directors Meeting, Arlington, VA.
*Completed as part of a subcontract to the Puckett Institute from the University of North Carolina, Chapel Hill, NC.
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