The Importance of Multiple Treatments in Combination for the Mild to Moderately Involved.

Autor/in	Wybranski, Nancy
Titel	The Importance of Multiple Treatments in Combination for the Mild to Moderately Involved.
Quelle	(1997), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Downs Syndrome; Early Intervention; Elementary Education; Inclusive Schools; Interviews; Mainstreaming; Mental Retardation; Preschool Education; Private Schools; Public Schools; Special Classes; Student Placement; Student Records + Suchen Sie Ihr Suchwort? 'Down syndrome; Down''s syndrome'; Down-Syndrom; Elementarunterricht; Inclusive school; Integrative Schule; Interviewing; Interviewtechnik; Geistige Behinderung; Pre-school education; Vorschulerziehung; Private school; Privatschule; Public school; Öffentliche Schule; Special class; Sonderklasse; Schülerpraktikum; Schülerakte
Abstract	This study examined the efficacy of early intervention with 38 children ages 5 to 10 with Down Syndrome. The study specifically looked at the influence on later school placement of three early intervention treatments during a child's first 5 years: (1) publicly provided programs (22 children); (2) privately provided programs (4 children); and (3) a combination of the two (12 children). The study interviewed parents and teachers and reviewed cumulative school records. Of the children who had received public early intervention programs, 26 percent were currently in home district inclusion programs, 39 percent in integrated regular-special education placements, and 35 percent in full time special education placements. Of the children who had received private early intervention services, 50 percent were in home district inclusion programs, 25 percent in integrated regular/special education placements, and 25 percent in full time special education. Among children who had received both public and private programming, 50 percent were in inclusion programs, 33 percent in integrated regular/special education, and 17 percent in full-time special education. The study also found that children who had received either public or private early intervention in inclusive settings were more likely to be in inclusive placements later. Overall, more students who had received both public and private early intervention services were later in integrated elementary school settings. (Contains 27 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01