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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ619754
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms.
Holahan, Annette; Costenbader, Virginia
Topics in Early Childhood Special Education, v20 n4 p224-35 Win 2000
Two studies examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. Children functioning at relatively higher levels of social and emotional functioning performed better in inclusive settings than in specialized settings and children in full-day classrooms achieved higher rates of progress than half-day peers. (CR)
Descriptors: Child Development, Cognitive Development, Disabilities, Emotional Development, Full Day Half Day Schedules, Inclusive Schools, Outcomes of Education, Preschool Children, Preschool Education, Services, Social Development, Special Programs
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A