Early Identification of Preschoolers with Special (Needs in Head Start

Abstract

The implementation of P.L. 99-457 represents a new phase in the evolution of service delivery to preschool-age children with special needs. Head Start has long been the largest program to integrate and mainstream preschool children with disabilities. In conjunction with this recent legislation, Head Start is certifying children with more-severe and multiple impairments into their special needs program. The present study describes the joint efforts of a UCLA/Head Start Diagnostic Team to provide individual assessment services to 159 Head Start children from 1989 to 1992. Prevalence rates within the various diagnostic areas were somewhat discrepant with earlier research. Using cluster analysis techniques, three clinical clusters emerged that described the profiles of children along demographic, developmental/medical, family/home, and academic dimensions. Chi-square tests evaluated the relationship between categorical diagnoses, cluster membership, and the need for special education kindergarten placement. Implications of early identification of children with special needs in Head Start on later school functioning were discussed.