The proposed study will first compare MSHS and non-MSHS programs on their disability coordination[1]that is, the rates of screening, referral for, and identification for early intervention/special education, controlling for 1) program rurality, 2) enrollment size, 3) demographic characteristics of enrolled families, and 4) demographic characteristics of staff. Next, associations between MSHS children’s teacher-rated communicative “risk” on screening questionnaires and language and literacy skills will be examined. Lastly, multilevel analyses will examine if parent, teacher, and center-director reported aspects of disability coordination in MSHS programs are associated with children’s language and literacy outcomes.
Features of Disability Coordination and Literacy and Language Skills of Children in Migrant and Seasonal Head Start
Description:
Resource Type:
Administration for Children and Families/OPRE Projects
Research Scholar(s):
Grantee(s)/Contrator(s):
Country:
United States
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