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ERIC Number: ED480182
Record Type: Non-Journal
Publication Date: 2003
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Missouri Early Childhood Special Education (ECSE) Evaluation, 2001-2002: A Study of ECSE IEP Services vs. Post-ECSE IEP Services.
Craig, Chris
This study examined the continuation and duration of related services provided for children transitioning from early childhood special education (ECSE) to the school-age setting (i.e., kindergarten) particularly the post-ECSE special education services provided. Data provided by 69 educators (administrators and special education coordinators) in Missouri were analyzed and included individualized education program (IEP) data on 235 former ECSE students, focus group interviews with parents, and a survey of administrators. Among 10 major findings are the following: school-age IEPs provided approximately the same number of minutes of related services as did ECSE IEPs, although the distribution of services did change; the related service considered by survey respondents to have the greatest impact on education improvement was speech and language therapy; and parents believe there is less communication with program personnel once children transition to the school-age setting. Recommendations address: (1) ongoing examination of differences as children move from ECSE to school-age special education programs; (2) adapting the survey to collect perceptual data that examine differences among administrators, teachers, and parents regarding services provided; (3) examining barriers that may foster a belief among parents that ECSE and school-age special education are different; and (4) collecting data regarding methods of information distribution to parents utilized by each program. (DB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Southwest Missouri State Univ., Springfield.
Identifiers - Location: Missouri