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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Pub Year:2010 [remove]; Classification:Special Needs [remove];
24 results found.|
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Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) A study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
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An analysis of the effects of in-service teacher training on Turkish preschool teachers' attitudes towards inclusion An examination of attitudes towards inclusion prior to and after an in-service training on children with special educational needs from a survey of 66 preschool teachers |
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Analysis of a mentoring program to change attitudes related to turnover of special needs teachers A qualitative study of teachers' reasons for turnover, perceptions of successful program components, ideas for program implementation, and feedback on a pilot teacher mentoring program from semi-structured interviews with 5 newly-hired teachers in a preschool for autistic students in the 2008-2009 school year |
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Day care increases the risk of respiratory morbidity in Chronic Lung Disease of Prematurity A study of the association between child care attendance and occurrence of respiratory illnesses in a sample of 111 children with Chronic Lung Disease of Prematurity (CLDP) |
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Demographic factors associated with the early identification of children with special needs A categorical account of the gender, type of disability, ethnicity, and residential status of children identified with special needs at kindergarten entry in California at the beginning of the 2005-2006 school year |
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Differences in child care quality for children with and without disabilities A comparison of program quality in inclusive and non-inclusive preschool classrooms from classroom observations,director interviews, and teacher and teaching assistant survey data from 66 child care programs from 15 counties in Kentucky |
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The Early Communication Indicator for infants and toddlers: Early Head Start growth norms from two states A study of the relationship between patterns of growth in communication and gender, Individualized Family Service Plans (IFSP) status, and home language environment and a second study of patterns of growth in gestures, vocalizations, and single- and multiple-word utterances and IFSP status, based on data from 27 Early Head Start programs and 5,882 children in the Midwest |
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The effects of consultation on individualized education program outcomes for young children with autism: The Collaborative Model for Promoting Competence and Success A study of the effect of Collaborative Model for Promoting Competence and Success (COMPASS) teacher training on the development of social, communication, and independence skills of autistic children, based on data from a randomized sample of 35 dyads each consisting of a special education teacher and a child with autism |
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The effects of spatial density on the social interaction of preschool children with disabilities A comparison of rates of social interaction of children with disabilities and typically developing peers in small, medium, and large spaces, based on data from 20 3- through 5-year-old children in 3 classrooms in Sydney, Australia |
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Finding the least restrictive environment for preschoolers under the IDEA: An analysis and proposed framework A legal Comment on the Individuals with Disabilities Education Act that suggests that disabled children's least restrictive environments may include home, community, and regular preschool, and a presentation of an analytical framework for courts to determine the least restrictive environments for preschool children |
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Practices in early intervention for children with autism: A comparison with the national research council recommended practices A comparison of National Research Council recommended practices and reported practices of early intervention programs serving children with autism or spectrum disorder from a survey of 17 centers in Oregon and Washington |
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Quality of individualized education program goals of preschoolers with disabilities A documentation of the quality of the goals or objectives in individualized education plans (IEPs) of Portuguese children with disabilities attending inclusive public preschool settings, an examination of the relationship between children's severity of disability and the quality of the IEP goals, and an investigation of the quality of the IEP goals as a function of developmental domain, based on data from 21 randomly selected school groups from the District of Lisbon, Portugal |
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The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities A longitudinal investigation of the predictive correlation between symbolic representations in block play in preschool and children's reading and math skills in elementary school, and a comparison of this relationship in groups of children with and without disabilities, based on a sample of 51 children in an inclusive program followed from preschool until early elementary school |
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Relaxation and learning in the special-needs preschool classroom A case study of changes in the attending behaviors and behavior in and out of circle time in a special needs classroom using relaxation techniques, based on observations of 5 girls and 4 boys in a small rural elementary school |
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Resource use of rural low-income families caring for children with disabilities An examination of rural low-income families resource use to find and maintain employment and child care from data from 26 families caring for children with disabilities from the Rural Families Speak project, a 14-state longitudinal study to assess changes in well being and functioning of low-income rural families in the context of welfare reform |
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"Special Support" in preschools in Sweden: Preschool staff's definition of the construct A mixed-methods study of the construct "children in need of special support," as defined by staff in Swedish preschools, and its relationship to disability type, degree of disability, gender and structural quality, based on 456 preschool staff questionnaires |
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Strategies for transitioning preschoolers with autism spectrum disorders to kindergarten A comparative study of the characteristics of preschool-to-kindergarten transition programs for children with autism spectrum disorders (ASD) deemed important by preschool teachers, based on a survey of a convenience sample of 65 preschool teachers from Ghana and 210 preschool teachers in the United States |
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Training staff to measure the engagement of children with disabilities in inclusive childcare centres An inter-rater reliability and practical utility study of the Individual Child Engagement Record – Revised (ICERR) used to observe children with disabilities in inclusive child care, that includes both rating scales and a momentary time sampling observation system, with 3 staff and 4 teacher trainees in an inclusive child care setting |
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The use of authentic assessment in eligibility determination for early childhood intervention programs A survey of the use of authentic assessment methods to determine eligibility for special needs services based on data from the questionnaire responses of 62 Part C coordinators of early intervention programs across the United States and its territories |
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Use of peer-mediated intervention in children with attention deficit hyperactivity disorder A study of the influence of a peer-mediated intervention on the off-task behavior during homework completion of three elementary school-age boys with Attention Deficit Hyperactivity Disorder (ADHD) at an after-school program |
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Use of positive behavior support to address the challenging behavior of young children within a community early childhood program A study of the association between participation in individualized assessment-based behavior support intervention and child engagement and problem behavior during baseline, intervention, and at follow-up, with an examination of the generalization of the intervention to both teacher and child behavior during non-targeted routines, as well as children's behavior in new settings after intervention, based on data from three young children with behavioral challenges in a community early childhood program, the children's mothers, center staff, researchers, and a family specialist |
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What happens next?: Follow-up from the Children's Toddler School program A longitudinal study outcomes of autistic children participating the inclusive Children's Toddler School for 1 year in the areas of functioning, service utilization, classroom placement, and parent stress across time, based on the entry, exit, and follow-up data of 20 attendees diagnosed with Autism Spectrum Disorder (ASD) at age 2 |
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What we teach depends on when: Grade and reading intervention modality moderate effect size A meta-analysis of the changing effects of phonological awareness, phonemic awareness, and comprehension skills interventions among at-risk and struggling readers between preschool and seventh grade, based on a secondary analysis of the data of 122 studies published from 1982 through 2007 |
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Young children's decisions to include peers with physical disabilities in play A study of factors associated with the hypothetical inclusion of children with disabilities in peer play, including the level of development of theory of mind, the physical demands of the hypothetical activity, as well as issues of fairness and equity, based on interviews with 72 3- to 5-year-old children at two preschool programs |
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