Preschool Placement Decisions: Are They Predictors of Future Placement Policy and Practice in Early Childhood Special Education Series.Report as inadecuate




Preschool Placement Decisions: Are They Predictors of Future Placement Policy and Practice in Early Childhood Special Education Series. - Download this document for free, or read online. Document in PDF available to download.





This study followed up 328 child participants (150 children with mild to moderate developmental delays and 178 typical children) ages 3-5 years to determine the effects of preschool placement (mainstream or segregated setting) on later school age special or regular class placement. Evaluation after 3 years indicated that children with developmental delays from segregated preschool settings were twice as likely to retain special education eligibility in kindergarten as their mainstream counterparts and were three times as likely to receive service in segregated settings. A quarter of the segregated preschool group and 62 percent of the mainstream preschool group moved into regular kindergarten placements. Over the 3 years, typical children were increasingly placed in classes in which mainstreaming of some children with disabilities was occurring. The findings indicate increased use of mainstreaming to provide children with inclusive education. Implications of the findings are discussed in terms of fiscal aspects of programming for children with special needs, teacher training, and policy regarding initial placement decisions. Appended is a list of resources for information on early childhood policies and programs. (Contains 23 references.) (DB)

Descriptors: Developmental Disabilities, Elementary School Students, Followup Studies, Kindergarten, Mainstreaming, Outcomes of Education, Policy Formation, Preschool Children, Preschool Education, Primary Education, Special Education, Student Placement











Author: Miller, Linda J.; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11942&id=ED360771



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