Transition to Preschool Programs for Young Children With Disabilities

Author:

Malone Delia G.1,Gallagher Peggy A.1

Affiliation:

1. Georgia State University, Atlanta

Abstract

The purpose of this study was to examine factors influencing easier transitions and placements of young children with disabilities into Part B preschool special education programs. The authors examined associations between children's referral age and the following factors: (a) level of functioning of the child, (b) educational level of the mother, and (c) source of the referral. They also sought to determine if these variables might assist in predicting placement on or before the child's 3rd birthday or placement after the child's 3rd birthday. Source of referral and child's level of functioning were significant factors in predicting age at referral and age at placement with source of referral carrying the heaviest weighting, especially for referrals from the Part C early intervention system.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

Cited by 7 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. The transition from early intervention to preschool for children with multiple disabilities: a narrative review;Early Child Development and Care;2024-02-11

2. Exiting Part C: Considerations for Support Before, During, and After Transition;TEACHING Exceptional Children;2022-05-11

3. Early Childhood Education and Care for Children with Disabilities;The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies;2017-02-03

4. Mothers of young children with disabilities: perceived benefits and worries about preschool;Early Child Development and Care;2013-09

5. Developmental Screening Referrals;Topics in Early Childhood Special Education;2013-06-11

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