Density of Children With Disabilities in Inclusive Preschool Programs and Children's Achievement

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Cultural Studies in Settings Serving Young Children

Abstract

Inclusive early childhood classrooms are variable in the number of children with disabilities served. This study examined the relationship between the proportion of children with disabilities and children’s achievement. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. We found that the percentage of children with disabilities was not related to children’s spring achievement for language skills and print-concept knowledge, but it was associated children’s achievement on a measure of alphabet knowledge. For this outcome, an increased proportion of children with disabilities in the classroom was significantly associated with poorer alphabet knowledge in the spring, controlling for fall scores. Findings and further research directions are discussed.

Authors

• Anna Rhoad-Drogalis, Ohio State University

• Laura M. Justice, The Ohio State University