Is the Proportion of Children with Disabilities in Inclusive Preschool Programs Associated with Children's Achievement?

Autor/inn/en	Rhoad-Drogalis, Anna; Justice, Laura M.
Titel	Is the Proportion of Children with Disabilities in Inclusive Preschool Programs Associated with Children's Achievement?
Quelle	In: Journal of Early Intervention, 42 (2020) 1, S.83-96 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rhoad-Drogalis, Anna) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815119873100
Schlagwörter	Students with Disabilities; Inclusion; Preschool Children; Preschool Education; Classroom Environment; Academic Achievement; Emergent Literacy; Language Skills; Alphabets; Graphemes; Written Language; Language Tests; Student Characteristics; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Schulleistung; Frühleseunterricht; Language skill; Sprachkompetenz; Buchstabenschrift; Geschriebene Sprache; Language test; Sprachtest
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01