Abstract

This study addressed the problem of limited data for determining the effectiveness of prekindergarten programs for students with disabilities. The purpose of this study was to examine the relationship between participation in ESE services during prekindergarten and long term outcomes for students who received these services. Outcome measures included third grade academic performance and needs for exceptional student education (ESE) services. Regression analysis and correlational analysis were conducted for each of two research questions as appropriate. The findings of this research indicated inconsistent statistically significant relationships between the characteristics of ESE services students with disabilities received during prekindergarten and the academic outcomes of these students during third grade. Academic outcome data was collected using state-mandated standardized testing instruments for reading and math including the Florida Comprehensive Assessment Test 2.0 and the Florida Alternate Assessment. Students who received ESE services during prekindergarten consistently displayed statistically significant increased performance on FCAT 2.0 Reading. There was a statistically significant relationship between the prekindergarten ESE services provided to students and the third grade intensity of ESE services required to provide students with a free and appropriate public education; students who received ESE services during kindergarten required less intensive ESE services during third grade. Recommendations for future research resulting from this study include replicating this study with multiple measures of academic performance and other areas of functioning important to school success, completion of longitudinal data collection for students who receive ESE prekindergarten services in conjunction with exposure to typical peers, as well as measurement of outcomes based on specific and personal characteristics of teachers who provide prekindergarten ESE services.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2016

Semester

Summer

Advisor

Murray, Barbara

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0006394

URL

http://purl.fcla.edu/fcla/etd/CFE0006394

Language

English

Release Date

August 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Share

COinS