Tracking preschool children with developmental delay: Third grade outcomes

Christine Delgado, Sara J. Vagi, Keith G. Scott

Research output: Contribution to journalArticle

6 Citations (Scopus)

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 languageEnglish
Pages (from-to)299-306
Number of pages8
JournalAmerican Journal on Mental Retardation
Volume111
Issue number4
DOIs
StatePublished - Jul 1 2006

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Special Education
Preschool Children
preschool child
special education
school grade
Education
education
child education
Learning Disorders
Handicap
learning disability
disability
Preschool children
Regular
Population

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 journalArticle

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