PRACTICES FOR YOUNG-CHILDREN WITH AND WITHOUT DISABILITIES - A COMPARISON OF DEC AND NAEYC IDENTIFIED PRACTICES

Only recently has there been a set of practices that represents consen sus of professionals and consumers in the field of early childhood spe cial education and early intervention relative to useful practices. In this article, practices identified through the work of the Division f or Early Childhood (DEC) Task Force on Recommended Practices are compa red with practices identified through the work of the National Associa tion for the Education of Young Children (NAEYC). This comparison of a ccepted practice identified by DEC and NAEYC points out both similarit ies and differing emphases that exist in the areas of inclusion, famil y involvement, assessment, program planning, curriculum and interventi on strategies, service delivery models, and transition.