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1.
This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

2.
This article examined transition rates of young children (n = 102) from an early intervention program at the Linda Ray Intervention Program (LRIP) who had documented developmental delays and co-occurring prenatal drug exposure often coupled with verified child maltreatment. Findings indicated that there was significant group improvement from entrance to exit across all six Battelle Domains at the p < .05 level. Also, children who were enrolled for a longer period of time saw significantly better adaptive, personal-social, communication, and Battelle total scale scores at the p < .05 level. Finally, data revealed that boys were 5 times more likely than girls to be transitioned to Part B services after exit from LRIP. A longitudinal study of a subgroup of these children indicated that LRIP children who were in grades K–3 needed fewer special education services in elementary school than they needed at age 36 months, indicating a further reduction in special education needs for these children.  相似文献   

3.
Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child–adult ratios typical of home-based care may allow for more individual child–adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant–toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed.  相似文献   

4.
Child care quality: centers and home settings that serve poor families   总被引：2，自引：0，他引：2  
The effects of center-based care on early development, outside of carefully controlled demonstration programs, appear to be positive yet often modest for children from low-income families. But little is known about variation in the quality of centers and preschools found among low-income neighborhoods. Evidence also remains scarce on the observed quality of home-based care, the settings that most children attend and into which large infusions of federal dollars are now directed. This paper reports on the observed quality of 166 centers and 187 nonparental home settings (including family child care homes and kith or kin providers) serving children in five cities situated in California, Connecticut, or Florida. Centers displayed higher mean quality as gauged by provider education and the intensity of structured learning activities, compared to home-based settings, but did not consistently display more positive child–provider interactions. Great variability among centers and home-based settings was observed, including between-city differences. Second, we found that contextual neighborhood attributes accounted for the quality of providers selected more strongly than family-level selection factors. Mothers with stronger verbal abilities (PPVT scores) did select higher quality centers; those employed longer hours each week relied on kith and kin providers with lower education levels. Interrelationships among different quality measures are detailed. The policy implications of such wide disparities in center and home-based care quality are discussed, including how states could more carefully strengthen regulatory or quality improvement efforts.  相似文献   

5.
Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the effects of home-based care. Using a sample of children who were between 12 and 42 months when their mothers entered welfare-to-work programs, this paper finds positive cognitive effects for children in center care. Children also display stronger cognitive growth when caregivers are more sensitive and responsive, and stronger social development when providers have education beyond high school. Children in family child care homes show more behavioral problems but no cognitive differences.  相似文献   

6.
Over the years, educators and psychologists have recommended delaying school entry and have developed alternative interventions for young children identified as unready for school. These developmental placement interventions, including readiness kindergartens and pre‐first classes, were developed to avoid both academic and social‐emotional problems in schools. However, the efficacy of these programs has not been proven. This study examined school adjustment outcomes and emotional and learning difficulties, both short‐term and longitudinally, for students who participated in readiness kindergartens and pre‐first classes, as well as for control groups of students. Significant differences were noted in retention rates, dropout rates, and special education placement rates. © 1999 John Wiley & Sons, Inc.  相似文献   

7.
ABSTRACT

This study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes.  相似文献   

8.
This study examined the effect of Reading Recovery®, an early intervention program for first‐grade children, on the rates of referral and placement in special education in New York City. Study participants consisted of students who had a complete Reading Recovery (RR) program (RR‐discontinued and RR‐recommended) and a comparison group composed of children with literacy difficulties, who were initially performing at a slightly higher level than the Reading Recovery children. The results showed that children who received the Reading Recovery program were referred for testing and placed in special education at a statistically significant lower rate. Reading Recovery is associated with a 5% reduction in estimated referral rate and a 3% decrease in placement rate. Additionally, an examination of the classification labels of children placed in special education revealed that RR‐discontinued children were less likely to be classified as learning disabled than those in both the comparison group and the RR‐recommended group. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 635–646, 2002.  相似文献   

9.
In Finland compulsory education has been organised within the comprehensive school system since 1970. However, until August 1997, the students with the most severe intellectual disabilities were educated by social welfare authorities outside the school system. This study evaluates the transition from the social service system into the comprehensive school system one year after the reform. Nationally representative data was gathered in 1998 from 125 teachers who taught 591 (65%) of all school age children with severe and profound intellectual disabilities in Finland. The results of the study indicated that while physical integration had increased, individual integration into the full-time mainstream classroom occurred only seldom. Further, only a few teachers thought that the best placement for children with severe and profound intellectual disabilities was in full-time general education classes. About 80% of the respondents thought that the best placement was in full- or part-time special classes located in mainstream schools.  相似文献   

10.
This study examined the associations between childcare attendance among 550 children from 24 to 36 months of age and their enrollment in higher education in young adulthood. We conducted a propensity score matching analysis to control the selection bias for childcare attendance and estimated the average treatment effect for the treated on the odds of enrollment in higher education. Children who attended informal childcare (i.e., with a relative or nanny) were more likely to pursue higher education in young adulthood relative to children in formal childcare (i.e., center-based or licensed home-based childcare). However, heterogeneity in our sample revealed that attending formal childcare increased the probability of enrollment in higher education for children from low-income and non-employed families. This study suggests that attending informal childcare in Canada in 1994–1995 benefited all children over 20 years later, whereas attending formal childcare appears to be protective for children from more disadvantaged families.  相似文献   

11.
This study described the course of school failure by classifying the characteristics of 103 first-grade children who were at risk for such an outcome and examining their classroom environments over a 1- to 4-year period. We describe the association between empirically validated clusters of children and specific instructional arrangements that served to increase the risk of special education placement. We found that individual seatwork while other children were in a reading group significantly increased the risk of placement; on the other hand, small-group work was associated with nonplacement for one cluster of children (those with possible learning disabilities). Other results were inconclusive, but suggestive of patterns that may eventually assist in the definition of the elusive link between individual differences and classroom environments.  相似文献   

12.
The restrictiveness of special education placements was examined by profession (administrators, school psychologists, and special education teacters) and by type of handicapping condition (mental retardation [MR], emotional disturbance [ED], and learning disability [LD]). A total of 66 professionals (22 in each profession) assigned placement scores, using the Rucker-Gable Educational Placement Scale, on the basis of three psychological reports (one MR, ED, and LD case per professional). Results indicated that the average placement scores for the three cases combined did not differ significantly by profession. However, a significant interaction occurred, with administrators assigning the MR and ED cases to more restrictive placements than both the school psychologists and special educators, only to shift to a relatively less restrictive approach with the LD case. Implications of these findings are discussed, including a discussion of the multidisciplinary approach to clinical decision making.  相似文献   

13.
This study examines early childhood educators’ beliefs about what children need prior to before entering kindergarten. Focus group interviews were conducted with early childhood educators from three learning settings: public center-based programs, private center-based programs, and family child care centers. Qualitative methods were used to analyze the data. Across program types, educators said that three levels should be addressed to help prepare a child for school: child, home, and teacher. The child must be physically and emotionally ready to engage with others and participate in learning opportunities, acquire basic skills, such as letter recognition, and have reasoning skills that enable the child to problem-solve. At the home level, emotionally preparing the child for the transition and creating a home environment that promotes learning were reported as key to getting children for school. Teacher relationships with parents also emerged as important school readiness factor. Differences across program types are discussed.  相似文献   

14.
This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies.  相似文献   

15.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes.  相似文献   

16.
ABSTRACT

Research Findings: This observation study investigated the prevalence and correlates of learning contexts provided to preschool-age children in 133 registered child care homes in below-average-income neighborhoods in the U.S. Pacific Northwest. On average, 30% of the observed proportion of time was spent in structured teacher-led activities, 51% in free-choice activities, 10% in routine activities, 1% in watching video/TV, and 7% in transition. Home-based child care providers gave significantly more positive recognition during structured teacher-led activities, and children engaged in more prosocial behavior during free-choice time. Directives and noncompliance occurred more often during transitions. A higher child-to-caregiver ratio was associated with more time spent in free-choice time, and caregiver experience and education were not associated with the time spent in specific learning contexts. Practice or Policy: Similar to preschool and center-based child care, current practice in home-based child care is to offer a mix of structured teacher-led and free-choice activities. To facilitate young children’s skill development within these learning activities typically offered, it is necessary to increase research and provide empirically based professional development opportunities relevant to home-based child care settings. Attention to home-based child care will likely reach many young children and be particularly beneficial for those in low-income households.  相似文献   

17.
This study investigated classroom climate in relation to social context, heterogeneity (disability, multiculturalism) in class composition, and the occurrence of differentiated learning environments for children who need special support. Pupils aged 8–12 (679 from 39 classes in Swedish compulsory schools) responded to a questionnaire about classroom climate. Eighty of these students receive special support at school using various modalities. Multilevel factor analysis was applied to data to estimate differences within and between groups. Three significant climate factors were found. They pertained to the level of friction, satisfaction, and cohesiveness in the classroom. Social context was related to these three factors and to the occurrence of differentiated learning environments. The inclusion of pupils with disabilities appears to be related to less friction and higher cohesiveness among children. The article proposes increased interventions aimed at improving the school climate in disadvantaged neighborhoods. It also suggests that aspects of the placement of pupils with disabilities and of the organization of special support should be considered as indicators in studies of school effectiveness. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

18.
The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases.  相似文献   

19.
Research Findings: There is growing evidence that home learning stimulation that includes informal numeracy experiences can promote math-related learning in school. Furthermore, national studies suggest that children who start kindergarten with stronger math skills are more likely to succeed in high school. This study used a large sample of African American boys to examine family, neighborhood, and demographic predictors of math achievement at kindergarten entry. Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation that included informal numeracy experiences (e.g., playing counting games) had sons who entered kindergarten with more advanced math skills. In addition, older, more educated mothers with fewer children living in their homes had sons with more advanced math skills at kindergarten entry. Practice or Policy: Findings suggest that home-based parent involvement that helps children make sense of numbers in ways that are meaningful for them can promote math skills at kindergarten entry.  相似文献   

20.
Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.  相似文献   

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