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首页> 外文学位 >Developmental gains and future educational placement among children served in various types of preschool special education programs.
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Developmental gains and future educational placement among children served in various types of preschool special education programs.

机译：在各种类型的学前特殊教育计划中，儿童获得了发展进步和未来的教育地位。

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摘要

The purpose of this study was to determine if there is a statistically significant difference in developmental gains for three types of various service delivery models among preschoolers with special needs while holding constant age on overall developmental gains, sub-developmental scores (cognition, motor, communication, adaptive, and personal-social areas), and post educational placement. The rationale for this investigation stems from an extensive review of current literature that is inconclusive with regard to the variability of developmental gains across service delivery models. There is definitely a need to determine the beneficial effects of self-contained, community-based, and home-based preschool programs on the developmental growth among preschoolers with disabilities.;A nonequivalent pretest and posttest group design was used to conduct the study. Three significance tests were used to determine the effects of service delivery models on total development, subtests of development and post educational placement. They included ANOVA, General Linear Model, and Chi-Square respectively. Approximately 77 preschoolers with disabilities participated in this investigation. The sample represented various developmental delays and socio-economic levels. Student ages ranged from three to five years old. There was a minimum of 24 or more subjects in each group (service delivery model).;This study focused on those preschoolers who attended a minimum of 90 instructional days in the school years of 1999--2000 and 2000--2001. The Battelle Developmental Inventory (BDI) established a baseline (in months) of each student's developmental level. Upon completion of the school year, the BDI was given again to assess student's developmental gains.;No significant differences were found with regard to total developmental changes or subtest-area changes, but a statistical significance difference was found with regard to post educational placement. Those students who initially were placed in school-based (self-contained) and community-based settings not only retained their special education eligibility, but received a segregated school placement in the succeeding year. In addition, ancillary findings yielded significant differences when age, number of days in the instructional program, and weekly instructional hours were analyzed with the three service delivery models. Children in school-based and home-based settings were older than those participants in the community-based model. In addition, school-based subjects had a higher rate of attendance (instructional days) and received more weekly instructional hours than those in the other service delivery models.
机译：这项研究的目的是确定在具有特殊需求的学龄前儿童中，对于三种类型的各种服务提供模型，在保持总体发展成果，子发展分数（认知，运动，沟通）的年龄不变的情况下，三种类型的服务提供模型的发展成果是否存在统计学上的显着差异。 ，适应性和个人社交区域）以及后期教育安置。进行这项调查的基本原理来自对当前文献的广泛回顾，这对于跨服务交付模型的发展收益的可变性尚无定论。肯定有必要确定独立的，基于社区的和基于家庭的学前班计划对残疾学龄前儿童中发育增长的有益影响。；采用了不相等的前测和后测小组设计进行了研究。使用三个显着性检验来确定服务提供模型对整体发展，发展的子测验和后期教育安置的影响。它们分别包括方差分析，通用线性模型和卡方。大约77名残疾学龄前儿童参加了这项调查。该样本代表了各种发展延迟和社会经济水平。学生年龄从三到五岁不等。每个组中至少有24个或更多科目（服务提供模式）;该研究的重点是那些在1999--2000年和2000--2001学年至少上90天教学日的学龄前儿童。 Battelle发展性清单（BDI）为每个学生的发展水平建立了基线（以月为单位）。在学年结束后，再次给予BDI来评估学生的发展增益。;在总发展变化或子测验区域变化方面未发现显着差异，但在教育后安置方面发现统计学显着性差异。那些最初被安排在学校（独立式）和社区环境中的学生，不仅保留了特殊的教育资格，而且在接下来的一年中接受了隔离的学校安置。此外，在使用三种服务提供模型分析年龄，教学计划中的天数和每周教学时间时，辅助调查结果产生了显着差异。在学校和家庭环境中的儿童比在社区模式中的儿童大。此外，与其他服务提供模式相比，以学校为基础的科目的上课率（教学天数）更高，每周接受的教学时间更多。

著录项

  • 作者

    Harper, Elizabeth Augustine.;

  • 作者单位

    The University of Southern Mississippi.;

  • 授予单位 The University of Southern Mississippi.;
  • 学科 Education Early Childhood.;Psychology Cognitive.;Education Special.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 110 p.
  • 总页数 110
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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