Topics in Early Childhood Special Education

This study examined early childhood placement as a function of child characteristics in terms of chronological age, severity of disability, developmental status, functional abilities, and behavioral characteristics. The study sample consisted of 162 children (69 in specialized programs and 93 in inclusive settings) ranging in age from 11 to 102 months (M = 47.5 months). Children were assessed on the Battelle Developmental Inventory (BDI), the ABILITIES Index, and the Carolina Record of Individual Behavior (CRIB). In general, children enrolled in inclusive programs were found to be more mildly disabled and functioning at higher levels than their counterparts enrolled in programs designed exclusively for children with disabilities. A discriminant function analysis revealed that overall agreement between actual and predicted placement based on child characteristics was 75%, suggesting that other factors may have affected placement decisions for some children. The interaction between chronological age and type of placement was statistically significant for the BDI and approached significance for the CRIB. Implications of these findings for future research are discussed.

The purpose of the present study was to compare the home-based literacy experiences of children with single disabilities with those of children who have multiple disabilities. Written surveys were completed by the parent or primary guardian of 168 preschool children enrolled in early childhood special education programs. The completed surveys were sorted into two groups: one representing children with a single disability and one representing children with two or more disabilities. Respondents also provided information about the materials, activities, and interactions in the home that engaged their children with print, reading, writing, or drawing. Overall, less than half of the children in either group were read to daily or engaged in writing or drawing activities on a weekly basis. Fewer respondents for children with multiple disabilities reported sitting beside their child while reading, encouraging their child during attempts to write or draw, or exposing their child to a full range of printed materials in the home. In addition, the relative priorities given to learning to read and write and the expectations for potential reading and writing abilities were lower for the children with multiple disabilities. Implications for early childhood special education personnel are discussed relative to the promotion of literacy skills in children with multiple disabilities.

The purpose of this study was to address three concerns expressed by parents, professionals, and policymakers about eligibility continuity for children moving from early intervention programs for infants and toddlers (Part H of the Individuals with Disabilities Education Act [IDEA]) to preschool special education programs (Part B of IDEA). Three questions were used to guide the analysis: (a) Does discontinuity exist between the two policies? (b) What is the nature of the discontinuity? (c) What types of children are most likely to be affected by the discontinuity? Each of these questions was applied to the PartH and Part B eligibility policies of all the 50 states and the District of Columbia. Analysis revealed that the policies fell into three groups: States in which all children eligible under Part H would remain eligible under Part B (n = 14); states in which Part H eligible children would probably continue to be eligible for services under Part B (n = 10); and states in which the differences in Part H and Part B eligibility criteria caused some concern and doubt that all children eligible under Part H would be eligible under Part B (n = 27). The study also revealed that the eligibility policy variables have interactive effects and cannot be examined independently of one another.

Although the popularity of including preschoolers who are deaf and hard-of-hearing into a variety of preschool facilities is increasing, facilitating social integration of preschoolers who are hearing, deaf, and hard-of-hearing is particularly challenging (Antia, 1988). This is in part because language difference (e.g., use of American Sign Language rather than English), modality difference (e.g., sign use rather than speech), or language delay have the potential to render ineffective both adult and peer conversation. In this article, the relationship between communication and social integration is explored, followed by information pertaining to intervention and evaluation of social integration activities with children who are deaf and hard-of-hearing. Finally, we describe several components to assist adults who wish to facilitate the social integration of preschoolers who are hearing, deaf, or hard-of-hearing. It is hoped that those attempting the proposed techniques will disseminate objective, data-based accounts of outcomes to fill the gap in the current literature base.

The present study examined fathers' involvement in childcare and their marital stress levels, functioning styles, and support for childcare in 23 two-parent families that had a preschool-age child with a disability and 24 two-parent families with a nondisabled preschool-age child. No significant differences existed between the two groups of fathers on measures of paternal involvement, marital stress, and functioning styles within the family. Likewise, there were no significant differences in paternal involvement as a function of the child's disability. The data are discussed in terms of the socioeconomic resources of the parents, appropriate early education programs for young children with disabilities, and the ability of fathers to care for children with disabilities.

In this study, challenges to family-professional collaboration related to cultural diversity and socioeconomic status (SES) were identified by 26 professionals from early intervention programs through the use of an interview guide and case vignettes. The guide included structured and open-ended questions, and two case vignettes were used to identify solutions to problem situations. Professionals reported that they spend more time with families from different cultural backgrounds in eliciting concerns, in attempting to understand their needs and customs, and in explaining the Individualized Family Service Plan (IFSP) process. They also reported that families from lower SES and educational backgrounds were often concerned with basic survival needs, such as housing, and, consequently, tended to (a) defer to professionals' judgments when setting IFSP goals, (b) have difficulty in identifying their child's needs, and (c) show reluctance in sharing information. Although this study needs replication with larger samples of professionals, the findings provide important insights into how professionals view the impact of cultural diversity and SES on family-professional collaboration.

This article describes a model program for preparing school psychologists in the area of early childhood intervention. The implications of the Individuals with Disabilities Education Act of 1990 and the Education of the Handicapped Act Amendments of 1986 (P.L. 99–457, amendment to P.L. 94–142) for school psychologists are briefly discussed. The need for formalized training of school psychologists in the area of early childhood education and intervention is reviewed. A training model and preservice training grant to prepare school psychologists to work with culturally diverse preschool children are presented. Finally, challenges faced during the first 2 years of the program, as well as trainees' satisfaction, will be discussed.