Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability

Autor/in	Delgado, Christine E. F.
Titel	Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability
Quelle	In: Education and Training in Developmental Disabilities, 44 (2009) 4, S.573-579 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Early Intervention; Emotional Disturbances; Learning Disabilities; Language Impairments; Developmental Disabilities; Grade 4; Elementary School Students; Classification; Mental Retardation; Mental Disorders; Autism; Speech Impairments; Preschool Children; Florida + Suchen Sie Ihr Suchwort? Gefühlsstörung; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; School year 04; 4. Schuljahr; Schuljahr 04; Classification system; Klassifikation; Klassifikationssystem; Geistige Behinderung; Mental illness; Geisteskrankheit; Autismus; Language handicps; Language impairments; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of classification at preschool and outcome was relatively high for children with trainable mental handicap/profound mental handicap (TMH/PMH), emotional handicap/severe emotional disturbance (EH/SED), specific learning disability (SLD), and autism (AT) and lower for children with educable mental handicap (EMH), speech and/or language impairment (SI/LI), and developmental delay (DD). Understanding the nature and course of developmental disabilities can inform early intervention services, service planning, and resource management. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10