Child Care and Early Education Research Connections

Skip to main content

Is the proportion of children with disabilities in inclusive preschool programs associated with children's achievement?

Description:
This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. The proportion of children with disabilities in a given classroom ranged from 7% to 92%. We found that the percentage of children with disabilities was not related to children's spring achievement for three outcomes: language, print-concept knowledge, and alphabet knowledge. These findings and further research directions are discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Policy statement on inclusion of children with disabilities in early childhood programs

Other

Expanding inclusive learning for children with disabilities: What we know, what we don’t know, and what we should do about it

Fact Sheets & Briefs

Inclusion of young children with disabilities: A critical quality indicator for early childhood education

Other
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT