Date Approved

5-6-1999

Embargo Period

8-9-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Children with mental disabilities--Education (Preschool)

Disciplines

Special Education and Teaching

Abstract

This research hypothesized that students who received help in a preschool disabilities program would be less likely to remain classified as eligible for special education services. The study looked at eleven children who had previously attended a preschool disabilities program. It was found that seven of the eleven children were still classified in special education. The functioning of the students was examined based on their scores on the BASC(Behavior Assessment Scale for Children) Teacher Rating scale. It was found that the majority of students scored high in the area of learning problems and had low scores in study skills. These scores were also compared to BASC scores of classified students who did not attend a preschool program. It was found that the children who did not attend preschool scored lower in the area of Adaptability, which deals with the child's ability to adjust to changes in routine and to transition from one activity to another.

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