Preschoolers with Disabilities: Characteristics, Services, and Results. Wave 1 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2006-3003

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Autor/inn/en	Markowitz, Joy; Carlson, Elaine; Frey, William; Riley, Jarnee; Shimshak, Amy; Heinzen, Harriotte; Strohl, Jeff; Klein, Sheri; Hyunshik, Lee
Institution	Institute of Education Sciences (ED), Washington, DC.; Westat, Inc., Rockville, MD.
Titel	Preschoolers with Disabilities: Characteristics, Services, and Results. Wave 1 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2006-3003
Quelle	(2006), (195 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Preschool Education; Transitional Programs; Kindergarten; Testing Accommodations; Special Education; School Districts; Principals; Data Collection; Disabilities; Early Intervention; Preschool Children; School Readiness; Behavior Problems; Cohort Analysis; Longitudinal Studies; Participant Characteristics; Reports; Pupil Personnel Services + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Special needs education; Sonderpädagogik; Sonderschulwesen; School district; Schulbezirk; Principal; Schulleiter; Data capture; Datensammlung; Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Kohortenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Abschlussbericht; Berichten
Abstract	The Pre-Elementary Education Longitudinal Study, commonly referred to as the PEELS study, is funded by the U.S. Department of Education's National Center for Special Education Research (NCSER). It will follow a nationally representative sample of children with disabilities ages 3-5 for a period of six years. This study is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from preschool programs to elementary schools. The study will examine the achievement of students with disabilities in preschool, kindergarten, and elementary school and determine the factors associated with this achievement. In its first year of data collection (2003-2004), information on 2,906 children with disabilities and their families was gathered through parent/guardian interviews, child assessments, and teacher and service provider questionnaires. In addition, information was collected through mail questionnaires from each child's preschool program director or school principal, local educational agency (LEA), and state educational agency (SEA). PEELS data collection will continue through 2009. PEELS data are weighted to generate national estimates; therefore, the results can be generalized to the entire U.S. population of children with disabilities ages 3-5. This overview report combines Wave 1 data from all of the PEELS instruments. It includes data on the following: (1) Characteristics of children and their families; (2) Characteristics of educational services and providers; (3) Transitions from early intervention to preschool, and preschool to elementary school; and (4) School-related readiness and behavior. Five broad descriptive research questions guide the data collection, analysis, and reporting for this multi-year study: (1) What are the characteristics of children receiving preschool special education? (2) What preschool programs and services do they receive? (3) What are their transitions like--between early intervention and preschool, and between preschool and elementary school? (4) How do these children function and perform in preschool, kindergarten, and early elementary school? and (5) Which child, service, and program characteristics are associated with children's performance over time on assessments of academic and adaptive skills? Appended are: (1) Standard Error Tables; (2) Individual Growth and Development Indicators (IGDI) Tables; (3) Standard Error Tables for Figures; (4) Additional Tables; (5) Weighting Procedures; and (6) Number of Children Who Had Test Accommodations. (Contains 196 tables and 6 figures.) [This report was published by the Institute of Education Sciences' National Center for Special Education Research.] (ERIC).
Anmerkungen	National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10