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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)
Carlson, Elaine, October 2010
(NCSER 2011-3000). Washington, DC: National Center for Special Education Research.

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)

Reports & Papers

Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
Carlson, Elaine, 2008
(NCSER 2008-3011). Washington, DC: National Center for Special Education Research.

Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, the services they receive, and their transition to and performance in school, from the study's first and second waves during the 2003-04 and 2004-05 school years

Reports & Papers

Early school transitions and the social behavior of children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
Carlson, Elaine, 2009
(NCSER 2009-3016). Washington, DC: National Center for Special Education Research.

Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years

Reports & Papers

A longitudinal view of the receptive vocabulary and math achievement of young children with disabilities
Carlson, Elaine, August, 2011
(NCSER 2011-3006). Washington, DC: National Center for Special Education Research.

A longitudinal study of the receptive vocabulary and math skills through age 10 of children who received preschool special education services and of the relationship of changes in skills to disability category, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS)

Reports & Papers

A national study of kindergarten transition practices for children with disabilities
Daley, Tamara, Q4 2011
Early Childhood Research Quarterly, 26(4), 409-419

A description of transition practices provided to children with disabilities upon kindergarten entry, an examination of child, family, school, and district factors associated with high- and low-intensity transition support and an examination of types of high-intensity practices they receive, based on data from 1989 children, their teachers, and their families

Reports & Papers

Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive Summary]
National Center for Special Education Research, 2006
(NCSER 2006-3003). Washington, DC: National Center for Special Education Research.

A summary of an overview of data collected during the first year of the Pre-Elementary Education Longitudinal Study (PEELS), a national study of 2,906 preschool children with special needs, including data on: characteristics of children, families, services, and providers; transitions; and school-related readiness and behavior

Executive Summary