A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings

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Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the ... continued below

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vi, 94 leaves

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Lechtenberger, DeAnn December 1996.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 263 times , with 4 in the last month . More information about this dissertation can be viewed below.

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  • Lechtenberger, DeAnn

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Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

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vi, 94 leaves

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  • December 1996

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  • 1990 - 1991

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  • March 24, 2014, 8:07 p.m.

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  • June 25, 2015, 9:51 a.m.

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Lechtenberger, DeAnn. A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings, dissertation, December 1996; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278450/: accessed December 10, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .