Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays

Autor/inn/en	Ullery, Mary Anne; Katz, Lynne
Titel	Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays
Quelle	In: Exceptionality, 24 (2016) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2014.986601
Schlagwörter	Middle School Students; Student Placement; Special Education; Early Intervention; Developmental Delays; Public Schools; Drug Use; Prenatal Influences; Incidence; Economically Disadvantaged; Lunch Programs; Program Effectiveness; Outcomes of Treatment; Home Programs; Home Visits; Regression (Statistics); At Risk Students; Poverty; Educational Policy; Educational Practices; Infants; Child Development; Florida; Bayley Mental Development Index; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsverzögerung; Public school; Öffentliche Schule; Drug consumption; Substance abuse; Drogenkonsum; Pränataler Einfluss; Vorkommen; Mittagessen; Hausbesuch; Regression; Regressionsanalyse; Armut; Politics of education; Bildungspolitik; Bildungspraxis; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung
Abstract	This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01