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Provider Drawing

During the month that completed surveys are returned by providers, administrators, and service coordinators, the names of respondents are entered into a drawing for a box of early childhood materials.

Previous winners are as follows:

Month/Year	Role	State
February 2004	Administrator	Louisiana
March 2004	Provider	Louisiana
April 2004	Provider	Louisiana
May 2004	Provider	Louisiana
June 2004	Provider	Louisiana
July 2004	Administrator	Louisiana
August 2004	Service Coordinator	Kentucky
September 2004	Service Coordinator	Kentucky
October 2004	Provider	Kentucky
November 2004	Service Coordinator	Louisiana
December 2004	Service Coordinator	Louisiana
January 2005	Service Coordinator	Wisconsin
February 2005	Service Coordinator	Wisconsin
March 2005	Provider	Kentucky
April 2005	Provider	Louisiana
May 2005	Provider	Wisconsin

What's New

Latest research brief describes a study of preschool teacher temperament and potential implications of teacher temperament on children’s transition and school adjustment; The Temperament Task Orientation Cluster among Preschool Educators

Exciting new findings on the socially validated practices that facilitate transitions for young children with disabilities; National Validation Survey Technical Report #3 and related Transition Alert

See our new research brief on Family Outcomes

The Beach Center on Disability is a site sponsored by the University of Kansas, under the direction of Dr. Ann Turnbull. This site promotes NECTC products and findings.
Click to link to the Beach Center Transition Knowledge Bank

Announcing the NECTAC National Early Childhood Transition Initiative.
Click here.

Send comments, suggestions to NECTC Management
For data related questions please send to NECTC Research
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HDI, UK, 126 Mineral Industries Building, Lexington, KY 40506-0051

The National Early Childhood Transition Center is supported through a cooperative agreement, PR Award # H324V020003, through the US Department of Education, Office of Special Education Programs. However, the contents of this site do not necessarily represent the positions or policies of the Office of Special Education or the US Department of Education, and readers should not assume endorsement by the federal government.

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