Opportunities for Early Identification of Children Who Received Special Education After Kindergarten Entrance: Executive Summary

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.
Early Identification, Special Education