Stefanija Alisauskiene & Natallia Bahdanovich Hanssen 
Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care [PDF ebook] 

Chapter 1 Introduction To Interprofessional And Family-Professional Collaboration In Early Childhood Education And Care.- Part I Theoretical Perspectives On Interprofessional And Family – Professional Collaboration For Inclusive Early Childhood Education And Care.- Chapter 2 Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 3 Family–Professional Collaboration In Early Childhood Education And Care.- Part Ii Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 4 Interprofessional Intervention Collaboration In Early Language Learning In The Uk — A Descriptive Case Study.- Chapter 5 Interprofessional Collaboration For Inclusive Education In Early Childhood Education And Care In Ukraine.- Chapter 6 Caught Between Expectations And Ambitions: Finnish Early Childhood Special Education Teachers Experiences Of Consultation As Interprofessional Collaboration.- Chapter 7 Developing Interprofessional Collaboration: Learning Communities In Early Childhood Education And Care In Iceland.- Chapter 8 Communication In Interprofessional Teams Meeting Special Educational Needs Of Children In Lithuanian Ecec Settings.- Chapter 9 The Schooling Processes Of Students With Autism Spectrum Disorder In Early Childhood Education: Implications For Interprofessional Collaboration In Spain.- Chapter 10 Interprofessional Collaboration In The Norwegian Early Childhood Education And Care Context.- Part Iii Profesional — Family Collaboration In Early Childhood Education And Care.- Chapter 11 “To See A Shift In Parents’ Knowledge” – A Case Study Of Family Professional Collaboration In The Uk.- Chapter 12 Family-Professional Collaboration In Early Childhood Education And Care In Ukrainian Policy.- Chapter 13 Parental Partnerships In Early Childhood Education — A Document Analysis Of Teacher Education Programs And Policy Documents In Sweden And Finland.- Chapter 14 Family – Professional Collaboration In Inclusive Early Childhood Education In Iceland: Multilingual Families And Children.- Chapter 15 Family-Professional Collaboration In Teams Meeting Special Educational Needs Of Children   In Lithuanian Ecec Settings.- Chapter 16 Professional And Family Relationships Within The Framework Of A Family-Centred Approach.- Chapter 17 Family–Professional Collaboration In Norwegian Early Childhood Education And Care.- Chapter 18 A Parental Perspective On Educational Support For High-Ability Children In Finland.- Chapter 19 the development of interprofessional and family-professional collaboration in early childhood education and care ecec—lessons learned.