Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays

Mary Anne Ullery, Lynne Katz

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

ABSTRACT: This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalExceptionality
Volume24
Issue number1
DOIs
StatePublished - Jan 2 2016

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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