ERIC Number: EJ878274
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 0
Meeting Needs of Young Children at Risk for or Having a Disability
Peterson, Carla A.; Mayer, Lynn Milgram; Summers, Jean Ann; Luze, Gayle J.
Early Childhood Education Journal, v37 n6 p509-517 Apr 2010
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.
Descriptors: Control Groups, Research Design, Individualized Family Service Plans, Intervention, Poverty, Disadvantaged Youth, Young Children, At Risk Students, Preschool Teachers, Teacher Role, Eligibility, Preschool Education, Program Descriptions, Diseases, Student Needs, Disabilities, Pregnancy, Identification
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A