A national study of kindergarten transition practices for children with disabilities
A national study of kindergarten transition practices for children with disabilities
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DOI：
10.1016/j.ecresq.2010.11.001
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发表时间：
2011-12-01
影响因子：
3.7
通讯作者：
Carlson, Elaine
中科院分区：
文献类型：
--
作者：
Daley, Tamara C.;Munk, Tom;Carlson, Elaine
本研究使用从全国性大样本中提取的数据来描述 1989 名残疾儿童进入幼儿园时所采取的过渡做法，这些数据是通过对幼儿园教师进行的调查获得的。使用路径模型，我们研究了儿童和家庭、学校和地区因素，这些因素预测哪些儿童和家庭在进入幼儿园时会获得高强度和低强度的过渡支持，特别是他们会接受哪些类型的高强度实践。幼儿园教师提供的支持类型通常与之前报告的数据相当或更高，低强度过渡支持比高强度支持更常用。在包含一系列儿童和家庭、课堂和地区因素的路径模型中，出现了四个变量作为过渡支持的预测因素。来自较大地区和较贫困地区的、从不同环境进入幼儿园的儿童在过渡期间获得支持的可能性较小。农村地区总体上与郊区差别不大，因为平均而言，农村地区的贫困程度较高，但面积较小。城市地区在克服规模和贫困障碍方面做出了努力。我们根据这些发现纳入了政策影响。 (C) 2010 Elsevier Inc. 保留所有权利。
This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings. (C) 2010 Elsevier Inc. All rights reserved.