ERIC Number: EJ750521
Record Type: Journal
Publication Date: 2007-Jan
Preschool Predictors of the Need for Early Remedial and Special Education Services
Mann, Emily A.; McCartney, Kathleen; Park, Jennifer M.
Elementary School Journal, v107 n3 p273-287 Jan 2007
We examined child, family, and early child care predictors of teacher reports of referral for or placement in special and remedial education for 999 youth. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and nested multivariate modeling techniques, we found that sociodemographic factors, child cognitive abilities, and child behavior were most strongly associated with special education services. Specifically, lower income, cognitive ability, prosocial ability, and maternal sensitivity (as defined by ratings of mother-child interactions) were all associated with both remedial (e.g., reading assistance) and special education (e.g., part- and full-day resource room) services by second grade. Child birth order and number of measurement times (6, 15, 24, 36, and 54 months) when child was in center care were associated with remedial services only, whereas child gender and parent marital status (never partnered) were associated with special education only. The effects of early identification of learning disabilities are discussed.
Descriptors: Grade 2, Identification, Child Behavior, Cognitive Ability, Child Health, Special Education, Remedial Instruction, Marital Status, Child Care, Birth Order, Low Income, Parent Child Relationship, Sex, Mothers, Measures (Individuals), Preschool Children
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 2
Authoring Institution: N/A