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- Executive Summary
- Transitions Among Young Children With Disabilities
- Figure A. Percentage of young children who received preschool special education services during the 2003-04 school year: Transition status by year
- Table A. Percentage of young children who received preschool special education services whose kindergarten teachers used various strategies to help them transition into kindergarten, by characteristics of the setting
- Table B. Percentage of young children who received preschool special education services and the number of supports used by their kindergarten teachers during the transition to kindergarten, by district factors
- Social Behavior of Young Children With Disabilities
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Executive Summary
The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS includes a nationally representative sample of 3,104 children with disabilities who were 3 through 5 years of age when the study began in 2003-04. The children will be followed through 2009.
This report provides selected findings from the first three waves of data collection—school year 2003-04, school year 2004-05, and school year 2005-06. Any reported differences have been tested for statistical significance at the p < .05 level. These data were collected through several different instruments and activities, including a direct1 one-on-one assessment of the children, a telephone interview with the children's parents/guardians, and mail questionnaires to the teacher or service provider of each child.