The purpose of this issue brief is to further examine differences in special educational needs between students who received First Class Pre-K and those who did not within categories that could be considered to be preventable or affected by early intervention (e.g., having a Specific Language Impairment, Specific Learning Disability, etc.; we would not expect early intervention to affect special education receipt for children who are deaf or blind), as well as those in gifted programs. (author abstract)
Special educational needs for selected disability categories: Differences between first class pre-k students and non-first class pre-k students
Description:
Resource Type:
Fact Sheets & Briefs
Publisher(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Alabama
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