Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.
Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278450 |
Date | 12 1900 |
Creators | Lechtenberger, DeAnn |
Contributors | Bullock, Lyndal M., Ellis, Janet K., Fritsch, Ronald E. |
Publisher | University of North Texas |
Source Sets | University of North Texas |
Language | English |
Detected Language | English |
Type | Thesis or Dissertation |
Format | vi, 94 leaves, Text |
Coverage | United States - Texas, 1990-1991 |
Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Lechtenberger, DeAnn |
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