ERIC Number: ED065192
Record Type: RIE
Publication Date: 1971-Oct
Reference Count: 0
Early Childhood Special Education for Intellectually Subnormal and/or Culturally Different Children.
Weikart, David P.
Four basic models that are used to account for the discrepancies in educational and intellectual attainment between minority groups and the dominant culture are outlined. These are the Deficit Model, the School-as-Failure Model, the Cultural Difference Model, and the Social Structure Model. Four studies relating to the impact of preschool education on the experimental children are discussed. Research results presented tentatively indicate that some widely held beliefs about preschool education aren't true. Conclusions include: (1) Preschools operated in a forceful style can have significant impact throughout the elementary school years in areas that are directly meaningful to parents, teachers, state education officials, and the children; (2) "Educable mentally retarded" children have failed less often and are placed in special education less often than are similar children who have not had preschool; (3) For at least three years after the initiation of the preschool program, the style of curriculum does not have a differential effect on the child's intellectual or achievement development rates. (Author/CK)
Descriptors: Academic Achievement, Comparative Analysis, Curriculum Design, Disadvantaged, Early Childhood Education, Elementary Education, Intellectual Development, Mild Mental Retardation, Minority Groups, Models, Preschool Education, Special Education, Tables (Data)
23p.; Cooperative Extension Service, College of Tropical Agriculture, University of Hawaii, Honolulu, Hawaii 96822 (Free of charge)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A