ERIC Number: ED163691
Record Type: RIE
Publication Date: 1977-Oct-30
Reference Count: 0
Effectiveness of Early Education for Handicapped Children. Final Report No. 76-91.
Hayden, Alice H.; And Others
The findings of this study were obtained by locating, in the post-preschool setting, 116 preschool graduates previously diagnosed as handicapped. Their past ability status, present ability and achievement status, and current demographic status were documented. These data were analyzed to determine the extent to which the benefits of the preschool experience were maintained following preschool and the variables which were most beneficial to maintaining these benefits. The following three criteria were used to determine if these benefits were maintained: class placement (regular vs. special education); gain scores (cognitive and receptive language); and achievement performance in relation to a contrast group of Ss with no preschool background. The results suggest that benefits of the preschool experience were maintained as evidenced by the following data: 34% of the graduates are now keeping pace with peers in regular education program; cognitive growth gains achieved during preschool were maintained in the post-preschool setting; in all achievement areas, when compared to a contrast group, pretest scores were significantly higher and most, though not all, posttest scores were significantly higher; and variables which most influenced the maintenance of benefits were diagnosed handicapped condition and rate of cognitive gain while in preschool. (Author/BD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Washington Univ., Seattle. Child Development and Mental Retardation Center.
Note: Print is poor and may not reproduce well in hard copy