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Parents' perspectives of early childhood special education, engagement in everyday learning activities, and kindergarten performance of children with disabilities

Resource Type: Reports & Papers
Author(s): Epley, Pamela H.;
Date Issued: July-September 2013
Description: This study examined the relationship between parents' perspectives of early childhood special education (ECSE) and their engagement in everyday learning activities with kindergarten performance of children with disabilities in one Midwestern state. Findings show that although parents' perspective of ECSE and their engagement in everyday learning activities significantly predicted children's academic and social-behavioral skills, the strength of the relationships were limited. Engagement in everyday learning activities accounted for 4% of the variance in academic and social-behavioral skills. Parents' perspectives of ECSE also accounted for 4% of the variance in academic skills. Parents' perspective of ECSE was more strongly associated with children's social-behavioral skills and accounted for 9% of the variance in social-behavioral scores. Implications for policy and practice are discussed. (author abstract)
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Funder(s): National Institute on Disability and Rehabilitation Research (U.S.) ; Special Education Programs (U.S.)
Journal Title: Infants & Young Children
Volume Number: 26
Issue Number: 3
Page Range: 249-264
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Children with Special Needs

Parents & Families > Involvement In Child Care & Early Education
Country: United States
States: KANSAS
ISSN: 1550-5081 Online
0896-3746 Paper
Peer Reviewed: yes
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