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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