An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Schroeder, Elizabeth
Titel	An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California
Quelle	(2018), (186 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of San Francisco
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-9702-2
Schlagwörter	Hochschulschrift; Dissertation; Child Development; Preschool Children; Disabilities; Inclusion; Outcome Measures; Special Education; English; Language Acquisition; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; English language; Englisch; Sprachaneignung; Spracherwerb; Kalifornien
Abstract	The purpose of this study was to perform a secondary data analysis to investigate the relationship between preschool setting and the developmental growth of all children receiving state-funded preschool special-education services in California in inclusive settings compared with all children receiving state-funded preschool special-education services in California in noninclusive settings. To accomplish this purpose, a secondary data analysis of a longitudinal data set was conducted using the Desired Results Developmental Profile (DRDP, 2015) to measure progress across eight domains of child development over a 2-year time span and four assessment time points. This study used individual growth modeling to analyze developmental growth; more specifically, this study used hierarchical linear modeling (HLM). The study included all children receiving preschool special-education services in California (N = 78,999), in both inclusive and noninclusive settings and investigated differences between groups based on preschool setting. The response variables for the study included eight domains scores that are combined into three Office of Special Education Programs (OSEP) outcome measures. Statistically significant differences were found between the developmental-growth trajectories of preschool children receiving special-education services in inclusive settings versus noninclusive settings. The results indicated that children served in inclusive settings have a higher developmental-growth trajectory over time across all three OSEP outcome measures. In addition, statistically significant differences were found between the developmental-growth trajectories of preschool children receiving special-education services in inclusive setting versus noninclusive for seven of the eight domains on the DRDP (2015). The only domain that was statistically significant was the English Language Development domain. For preschool children diagnosed as having "other health impairments", there is a statistically significant difference in developmental-growth trajectories between the two groups based on setting for the OSEP 1 and OSEP 3 scores. Overall, these results indicate that children served in inclusive settings have a slightly higher developmental-growth trajectory than children served in noninclusive settings. Future studies may be conducted to build upon the HLM models that were used in the analyses as well as include additional information about severity of disability and other outcome measures in order to improve upon the present results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01