Children at risk: effects of a four-year Head Start transition program on special education identification.
Children in Head Start are at risk for school learning and behavioral problems. While Head Start has decreased special education placement, there has been little systematic data until recently on identification of children in disability categories following preschool. In this study, two cohorts of...
| Publicado en: | Journal of Child & Family Studies Vol. 10; no. 2; pp. 255 - 271 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Springer Science & Business Media B.V.
June 2001
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507778179&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507778179 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: June 2001 vid: 10 iid: 2 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507778179 ppf: 255 ppct: 16 formats: fmt: @attributes: type: P size: 61KB tig: atl: Children at risk: effects of a four-year Head Start transition program on special education identification. aug: au: Redden, Sandra Cluett Forness, Steven R. Ramey, Sharon L. su: Head Start Program (U.S.) Mental illness -- Diagnosis Children with mental illness Diagnosis of learning disabilities Children with learning disabilities Special education United States sug: subj: United States Head Start Program (U.S.) Mental illness -- Diagnosis Children with mental illness Diagnosis of learning disabilities Children with learning disabilities Special education ab: Children in Head Start are at risk for school learning and behavioral problems. While Head Start has decreased special education placement, there has been little systematic data until recently on identification of children in disability categories following preschool. In this study, two cohorts of 6,162 children across 30 sites were followed through third grade. Approximately half of these children were provided transition assistance from kindergarten through third grade. This included school transition and curricular modifications, parent involvement activities, health screening or referrals, and family social services, all similar to those received in Head Start. They were compared to a similar group of Head Start children who did not receive such services beyond the Head Start experience. Special education eligibility was determined from school records in the spring of third grade. Only 0.89% of children in the transition group were identified in the mental retardation category compared to 1.26% in the non-transition group. In the category of emotional disturbance, these same figures were 1.21% and 1.65% respectively. Both differences were statistically significant, but an opposite effect was found in the category of speech or language impairment. Findings are discussed in relation to differences in disability categories and implications for early identification. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|