Advancing Research on Children with Speech-Language Impairment: An Introduction to the Early Childhood Longitudinal Study--Kindergarten Cohort

Autor/inn/en	Mashburn, Andrew J.; Myers, Sonya S.
Titel	Advancing Research on Children with Speech-Language Impairment: An Introduction to the Early Childhood Longitudinal Study--Kindergarten Cohort
Quelle	In: Language, Speech, and Hearing Services in Schools, 41 (2010) 1, S.61-69 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2009/08-0037)
Schlagwörter	Physical Disabilities; Learning Disabilities; Language Impairments; Children; Kindergarten; Grade 5; Politics of Education; Methods; Special Needs Students; Special Education; Longitudinal Studies; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Physical handicap; Körperbehinderung; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; School year 05; 5. Schuljahr; Schuljahr 05; Educational policy; Bildungspolitik; Method; Methode; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Purpose: The Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K; U.S. Department of Education, 2000) includes comprehensive assessments of home, classroom, and school contexts and developmental outcomes for a nationally representative sample of more than 20,000 children who began kindergarten in 1998-1999. The purposes of this article are to describe the ECLS-K and provide an example of how to use these data to advance speech-language-hearing research. Method: Special education questionnaires were analyzed from subsamples of children with diagnosed disabilities. The frequencies of different disabilities at kindergarten, 1st, 3rd, and 5th grade were calculated, and for children whose primary diagnosis was speech-language impairment, special education experiences were summarized. Results: There are relatively large subsamples of children with learning disabilities, physical disabilities, and speech-language impairments. Among children with speech-language impairments, there is substantial variability in special education experiences with regard to the amount of time children received services, location of services, types of instructional methods, and extent to which modifications were made to the general education curriculum. Conclusion: The comprehensive assessments, large subsamples of children with diagnosed disabilities, and detailed information about special education services makes the ECLS-K a useful resource for advancing the development of theory, effective classroom practices, and evidence-based policies that promote the well-being of children with special needs. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10