Keywords

Developmental Delays, Early Intervention, FCAT, School District, Socialization Opportunities

Abstract

The study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that providing early intervention services for young children ages 3 through 5 with special needs in the public school system has become the movement of both the federal and state educational policies. However, the empirical studies regarding the effects of Pre-K early intervention programs provided within the public school system are few. A multivariate analysis of covariance (MANCOVA) was conducted to examine the effect of the Pre-K duration (1 year vs. 2 years) on students' 3rd grade performance as measured by FCAT Reading scores, FCAT Math scores, and socialization opportunities (i.e. weekly Non-ESE minutes) while controlling for students' socioeconomic status (i.e. free/reduced price lunch status) and gender. Moreover, a paired sample t test was conducted to examine the difference of the Matrix of Services scores between Pre-K and 3rd grade evaluations. The results of this study provide an insightful picture of Florida Pre-K intervention duration on the performance of children with special needs in public schools.

Notes

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Graduation Date

2005

Semester

Summer

Advisor

Wienke, Wilfred

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Exceptional Education

Format

application/pdf

Identifier

CFE0000672

URL

http://purl.fcla.edu/fcla/etd/CFE0000672

Language

English

Release Date

August 2015

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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