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Related Experiment Videos

Tracking preschool children with developmental delay: third grade outcomes.

Christine E F Delgado1, Sara J Vagi, Keith G Scott

  • 1Department of Psychology, University of Miami, Coral Gables, FL 33146, USA. cdelgado@umiami.edu

American Journal of Mental Retardation : AJMR
|June 24, 2006
PubMed
Summary

Children with developmental delay often require special education services, with most needing support through third grade. Early identification and intervention are crucial for improving educational outcomes and long-term success.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Special Education

Background:

  • Developmental delay is a significant concern affecting preschool children's educational trajectories.
  • Understanding the long-term educational outcomes for children with developmental delay is crucial for effective intervention.

Purpose of the Study:

  • To evaluate the educational outcomes at third grade for children initially identified with developmental delay in preschool.
  • To identify factors associated with placement in regular versus special education settings.

Main Methods:

  • Longitudinal evaluation of 2,046 preschool children identified with developmental delay.
  • Analysis of educational placement (regular vs. special education) and disability classifications at third grade.
  • Comparison of retention rates and presence of secondary exceptionalities between groups.

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Main Results:

  • At third grade, 74% of children with developmental delay received special education services, while 26% were in regular education.
  • Specific learning disabilities and educable mental handicaps were the most common classifications.
  • Children in regular education demonstrated higher retention rates than the general population; special education children did not.

Conclusions:

  • Developmental delay is a critical exceptionality category with significant long-term educational implications.
  • Early identification and appropriate educational services are vital for supporting children with developmental delay.
  • Further research is needed to understand the nuances of secondary exceptionalities and their impact on educational trajectories.