ERIC Number: EJ1242753
Record Type: Journal
Publication Date: 2020-Mar
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-8151
EISSN: N/A
Is the Proportion of Children with Disabilities in Inclusive Preschool Programs Associated with Children's Achievement?
Rhoad-Drogalis, Anna; Justice, Laura M.
Journal of Early Intervention, v42 n1 p83-96 Mar 2020
This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. The proportion of children with disabilities in a given classroom ranged from 7% to 92%. We found that the percentage of children with disabilities was not related to children's spring achievement for three outcomes: language, print-concept knowledge, and alphabet knowledge. These findings and further research directions are discussed.
Descriptors: Students with Disabilities, Inclusion, Preschool Children, Preschool Education, Classroom Environment, Academic Achievement, Emergent Literacy, Language Skills, Alphabets, Graphemes, Written Language, Language Tests, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R324A130066