A comparison of the effects of integrating special education preschoolers with their nondisabled peers

<p>This study examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. The growth of nine inclusive special education students and twelve self-contained students were investigated. These students were matched for chronological age and classification. Progress was measured with the Brigance Diagnostic Inventory of Early Development-Revised using a posttest only design in gross motor skills, fine motor skills, speech/language skills and general knowledge. Results show that there is a significant difference between these two groups on gross motor standing skills in the inclusive setting. There are no significant differences in other skill achievement.</p>

Name thesis:degree_name

M.A. in Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2002

Author dc:creator

• Sansone, Christina Donio

Contributors dc:contributor

• Xin, Joy

• Education, Preschool; Inclusive education; Learning disabled children
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1507

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2507