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Attitude Toward Inclusion Scale
Larrivee, Barbara, 1979
The Journal of Special Education, 13, 315-323

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Communication skill building in young children with and without disabilities in a preschool classroom
Stanton-Chapman, Tina L., August, 2012
The Journal of Special Education, 46(2), 78-93

A study of the relationship between preschooler participation in a social learning intervention involving turn-taking strategies and children's initiated verbal and nonverbal behavior with peers that did and did not result in peer responses, based on data from multiple assessments of 4 child dyads consisting of children with and without developmental delay or specific language impairment in the 2006-2007 school year at a rural elementary school

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Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion
Brown, William H., 1999
The Journal of Special Education, 33(3), 138-153

An observational study of preschoolers' experiences in inclusive classrooms, examining social interactions between children with special needs and children without special needs, and comparing activities and social and nonsocial behaviors of children with special needs with those of typically developing children

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Examining the impacts of early reading intervention on the growth rates in basic literacy skills of at-risk urban kindergarteners
Lo, Ya-yu, May 2009
The Journal of Special Education, 43(1), 12-28

An examination of the effects of the Scott Foresman Early Reading Intervention on growth rates in the early literacy skills of 47 at-risk kindergarten students in treatment intensive, treatment, and nontreatment groups across four classes in an urban K through 5 Title I school, located in a metropolitian southeastern city in the United States

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Exploring the long- and short-term planning practices of Head Start teachers for children with and without disabilities
Venn, Martha L., 2002
The Journal of Special Education, 35(4), 211-223

An investigation of the long and short-term planning practices of Head Start teachers with respect to the young children with disabilities in their classrooms

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Identification of disabilities and service receipt among preschool children living in poverty
Peterson, Carla A., May, 2013
The Journal of Special Education, 47(1), 28-40

This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services as preschoolers, but 33% of the children with a developmental risk identified before age 3 continued to have a developmental risk during preschool yet did not receive specialized services. Results highlight the importance of understanding the relations among child and family characteristics and service receipt to inform policy and practice. (author abstract)

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Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children
Fuchs, Douglas, 2005
The Journal of Special Education, 39(1), 34-44

An analysis comparing Peer-Assisted Learning Strategies (PALS) and conventional (non-PALS) instruction in promoting word recognition, fluency, and reading comprehension in young children, specifically in kindergarten and 1st grade

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Racial disparities in preschool special education eligibility for five southern states
Morrier, Michael J., November, 2012
The Journal of Special Education, 46(3), 152-169

An examination of the proportion of 3- through 5-year-olds with disabilities from ethnically diverse backgrounds across five states, of that proportion by special education eligibility category, and of the relationship between state of residence and both the ethnicity of the child and the proportion of 3- through 5-year-olds with disabilities within specific special education eligibility categories, based on data from Alabama, Arkansas, Georgia, North Carolina, and Tennessee

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Reconsidering insider status for families during the transition from early intervention to preschool special education
Podvey, Mara C., February, 2013
The Journal of Special Education, 46(4), 211-222

An exploration of families' transition experiences as their children transitioned from early intervention to preschool special education, focusing on the role of related therapy services and therapists, based on data from 6 families over a three-month period

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Responsiveness of students with language difficulties to early intervention in reading
O'Connor, Rollanda E., February, 2010
The Journal of Special Education, 43(4), 220-235

A study of the effects of small group, short term phonemic awareness, alphabetic understanding, and oral language reading interventions on the language skills of 78 randomly assigned kindergartners with language difficulties

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A unified theory of practice in early intervention/early childhood special education: Evidence-based practices
Odom, Samuel L., 2003
The Journal of Special Education, 37(3), 164-173

A description of a set of tenets that comprise a theory of practice for early intervention/early childhood special education and a description of evidence-based practices related to each

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When paths diverge: ''Errors of prediction'' from preschool test scores to later cognitive and academic measures
Dale, Philip S., 2004
The Journal of Special Education, 37(4), 237-248

A study considering potential influences on the academic achievement of 13-year-old special needs children who diverged from their original academic performance level in preschool

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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