Early School Performance for Students with Disabilities: Examining the Impact of Early Childhood Special Education, Parent Involvement, and Family Quality of Life

Early childhood special education (ECSE) (Part B/619) services are intended to enhance the cognitive, social, and behavioral development of children with disabilities by meeting the needs of children with a disability and their family. Little is known, however, about the relationship between ECSE services and early school performance. How ECSE services impact children's academic and social-behavioral skills in kindergarten, and the affects of parents' involvement and families' quality of life remain unclear. This study used quantitative research methods to test the hypotheses that home-based parent involvement and family quality of life moderate the relationship between parent ratings of ECSE services and early school performance for children with disabilities. Descriptive and multiple regression analyses were conducted using data from the Kansas Kindergarten Study. Although results indicate no interaction, parent ratings of ECSE services and home-based parent involvement both significantly predicted academic and social-behavioral performance. Most notable was the relationship between ECSE services and social-behavioral skills. Limitations of this study and implication for research, policy, and practice are discussed.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2009

Author dc:creator

• Epley, Pamela Hill

Advisors dc:contributor.advisor

• Turnbull, Ann P
• Turnbull, H R

• Education, Special
• disability
• Early childhood special education
• families
• outcomes
• parent involvement
• school achievement

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

EN

Dc Identifier Other

http://dissertations.umi.com/ku:10479

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/36979