A longitudinal study on the effectiveness of preschool special education

<p>The purpose of this longitudinal cohort study was to analyze the grade school placements of children who received preschool special education services in order to determine how this type of early intervention impacted future learning. Data was obtained through non-interactive evaluation of existing class lists, student records, and Application for State School Aide (ASSA) reports of 342 disabled or developmentally delayed children between 3 and 5 years of age who participated in Evesham Township's Preschool Disabled Program between 1990 and 2001. Data from this study was also used to re-evaluate the preschool curriculum, policies and procedures, and to plan new program goals and objectives.</p> <p>Research findings of this study supported one of the three hypothesis parameters. A greater percentage of students than hypothesized was declassified. However, a smaller percentage of students than expected received in-class support or pull-out replacement special education assistance in a regular classroom. More students than predicted required either a self-contained or an out-of-district special education program. Findings of this study reflected information presented in Chapter 2, the Literature Review, which highlighted the positive impacts early childhood special education has had on long-term academic progress of children with disabilities.</p>

Name thesis:degree_name

M.A. in School Administration

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Services and Leadership

Year dc:date.available

2005

Author dc:creator

• Maneval, Kimberley L.

Contributors dc:contributor

• Kern, Robert

• Early childhood special education--New Jersey; Special education--New Jersey
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/1035

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2035