Transition to Kindergarten: Need for Teacher Assistance Beyond That Typically Provided in General Education Kindergarten Classrooms for Language and Literacy Development by Preschool Programs and Services
The less intense the preschool special education service, the less extra assistance was required from general education teachers on kindergarten language and literacy tasks.
|Related Services Only||SEIT Services Only||Related Services and SEIT||Special Class in Integrated Setting||Special Class Program|
|No Extra Assistance Required||0.45||0.1||0.2||0.22||0.16|
|Requires Periodic Assistance||0.31||0.62||0.35||0.4||0.32|
|Requires Frequent Assistance||0.18||0.28||0.26||0.22||0.32|
|Requires Continuous Assistance||0.06||0||0.19||0.16||0.19|
The external advisory panel that helped plan the study and look at results requested that the study look at the impact of placing students with disabilities in general education classrooms. The checklist that was developed and added to the study asks teachers to rate each child regarding how much teacher assistance above and beyond that provided to nondisabled peers was required with key learning tasks such as developing language and literacy skills, personal and social development, cognitive and academic development and physical development.
This slide charts differences in the degree of assistance beyond that typically required by kindergarteners for language and literacy development, based on what preschool programs and services the students formerly participated in.
Preliminary summary of findings
Source: independent research by MGT of America, Inc.
NYSED VESID, DVJ
Oct. 3, 2007