Abstract
Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally handicaps. Regular education, but not special education, children had higher retention rates than did the general population. The presence of one or more secondary exceptionalities in preschool was more common for special education than regular education children. Regular education and special education children did not differ on other factors studied. This study highlights the importance of developmental delay as an exceptionality category and advances our understanding of the long-term implications of such delay.
| Original language | English |
|---|---|
| Pages (from-to) | 299-306 |
| Number of pages | 8 |
| Journal | American Journal on Mental Retardation |
| Volume | 111 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 1 2006 |
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ASJC Scopus subject areas
- Rehabilitation
- Health Professions(all)
- Education
Cite this
Tracking preschool children with developmental delay : Third grade outcomes. / Delgado, Christine; Vagi, Sara J.; Scott, Keith G.
In: American Journal on Mental Retardation, Vol. 111, No. 4, 01.07.2006, p. 299-306.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Tracking preschool children with developmental delay
T2 - Third grade outcomes
AU - Delgado, Christine
AU - Vagi, Sara J.
AU - Scott, Keith G.
PY - 2006/7/1
Y1 - 2006/7/1
N2 - Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally handicaps. Regular education, but not special education, children had higher retention rates than did the general population. The presence of one or more secondary exceptionalities in preschool was more common for special education than regular education children. Regular education and special education children did not differ on other factors studied. This study highlights the importance of developmental delay as an exceptionality category and advances our understanding of the long-term implications of such delay.
AB - Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally handicaps. Regular education, but not special education, children had higher retention rates than did the general population. The presence of one or more secondary exceptionalities in preschool was more common for special education than regular education children. Regular education and special education children did not differ on other factors studied. This study highlights the importance of developmental delay as an exceptionality category and advances our understanding of the long-term implications of such delay.
UR - http://www.scopus.com/inward/record.url?scp=33746332035&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33746332035&partnerID=8YFLogxK
U2 - 10.1352/0895-8017(2006)111[299:TPCWDD]2.0.CO;2
DO - 10.1352/0895-8017(2006)111[299:TPCWDD]2.0.CO;2
M3 - Article
C2 - 16792431
AN - SCOPUS:33746332035
VL - 111
SP - 299
EP - 306
JO - American Journal on Intellectual and Developmental Disabilities
JF - American Journal on Intellectual and Developmental Disabilities
SN - 1944-7515
IS - 4
ER -