Predicting school readiness for low-income children with disability risks identified early

• Autores: Hyun-Joo Jeon, Carla A. Peterson, Shavaun Wall, Judith J. Carta, Gayle Luze, Elaine M. Eshbaugh, Mark Swanson
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 4, 2011, págs. 435-452
• Idioma: inglés
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• Resumen

  • This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-up study. Children who had suspected developmental delays and did not receive Part C services had lower preacademic skill scores at kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills at age 5 of children who received Part C services did not differ from those who had no disability indicators. A large proportion of children who had suspected developmental delays and did not receive Part C services by age 3 received Part B services later. Results highlight the importance of early intervention for low-income children who have suspected developmental delays to enhance their school readiness skills.