Abstract
Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54 % to 96%. The consistency of classification at preschool and outcome was relatively high for children with trainable mental handicap/profound mental handicap (TMH/PMH), emotional handicap/severe emotional disturbance (EH/SED), specific learning disability (SLD), and autism (AT) and lower for children with educable mental handicap (EMH), speech and/or language impairment (SI/LI), and developmental delay (DD). Understanding the nature and course of developmental disabilities can inform early intervention services, service planning and resource management.
Original language | English (US) |
---|---|
Pages (from-to) | 573-579 |
Number of pages | 7 |
Journal | Education and Training in Developmental Disabilities |
Volume | 44 |
Issue number | 4 |
State | Published - Dec 1 2009 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology