上校本学前班能预测在小学获得残疾服务的机会吗？

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-08-03 DOI:10.1177/07419325251350610

Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel

{"title":"上校本学前班能预测在小学获得残疾服务的机会吗？","authors":"Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel","doi":"10.1177/07419325251350610","DOIUrl":null,"url":null,"abstract":"This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"217 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School?\",\"authors\":\"Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel\",\"doi\":\"10.1177/07419325251350610\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.\",\"PeriodicalId\":48042,\"journal\":{\"name\":\"Remedial and Special Education\",\"volume\":\"217 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-08-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Remedial and Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07419325251350610\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325251350610","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究考察了以学校为基础的学前教育（SBPK）与以中心为基础的学前教育（CBPK）的设置，重点关注残疾支持的后续获取，这是一个尚未开发的领域。具体来说，我们研究了参加SBPK是否与小学K至5年级的残疾诊断率或接受个性化教育计划（IEP）有关。使用2010-11年幼儿纵向研究-幼儿园班（ECLS-K: 2010-11）的数据，我们分析了参加SBPK或CBPK的8,990名儿童。结果表明，在小学早期（K-2）， SBPK的出勤率与较高的残疾诊断率和iep相关，这表明SBPK的设置可能为识别和支持残疾儿童提供更好的资源。讨论了影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School?

This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.