Date Approved

4-15-2005

Embargo Period

4-14-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Kern, Robert

Subject(s)

Early childhood special education--New Jersey; Special education--New Jersey

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this longitudinal cohort study was to analyze the grade school placements of children who received preschool special education services in order to determine how this type of early intervention impacted future learning. Data was obtained through non-interactive evaluation of existing class lists, student records, and Application for State School Aide (ASSA) reports of 342 disabled or developmentally delayed children between 3 and 5 years of age who participated in Evesham Township's Preschool Disabled Program between 1990 and 2001. Data from this study was also used to re-evaluate the preschool curriculum, policies and procedures, and to plan new program goals and objectives.

Research findings of this study supported one of the three hypothesis parameters. A greater percentage of students than hypothesized was declassified. However, a smaller percentage of students than expected received in-class support or pull-out replacement special education assistance in a regular classroom. More students than predicted required either a self-contained or an out-of-district special education program. Findings of this study reflected information presented in Chapter 2, the Literature Review, which highlighted the positive impacts early childhood special education has had on long-term academic progress of children with disabilities.

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