Date Approved

5-1-1996

Embargo Period

9-6-2016

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 disabilities--Education (Preschool)

Disciplines

Special Education and Teaching

Abstract

The hypothesis of this study is that preschool handicapped programs are indicative of what type of educational setting a child will be placed in during his future years of education. The data for this study was collected from three different school districts of varying size and socio-economic backgrounds. Children who were classified preschool handicapped during the 1989-90 school year were followed during their kindergarten and fourth grade years of school. It was found that it is difficult to predict where a child will be placed throughout his educational career by looking at his reasons for classification during preschool. Data from this study shows that children classified with only speech, language, and communication concerns have more of a likelihood of being declassified and participating primarily in regular education programs, while children classified with cognitive and perceptual delays have a greater likelihood of remaining classified and participating in special education programs.

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