Opportunities for Early Identification of Children Who Received Special Education After Kindergarten Entrance: Executive Summary
Date
2005-01
Journal Title
Journal ISSN
Volume Title
Publisher
Center for Disabilities Studies
Abstract
This study was designed to describe the early experiences of families of children who were identified for special education services between kindergarten and grade four. The study focused on the children’s and families’ experiences from the time the children were born until the children entered kindergarten. The study also was designed to determine if, how, and by whom concerns about children’s development and learning were recognized prior to kindergarten entry and, for cases in which a concern was recognized, why recognition did not lead to the services.
Description
Keywords
Early Identification, Special Education