Project Activities
Research question
The evaluation will address the following questions:
- To what extent did teachers receive the intended training and supports designed to assist all classroom children in developing socio-emotional skills and engaging in classroom instruction? Were teachers able to implement a new approach that integrates targeted instructional supports for children who demonstrate risk for social-emotional delays or persistent behavior challenges with instruction for all children?
- What are the impacts of this approach on the classroom environment, teacher practices, and the social-emotional, behavioral, and language skills of children with and without disabilities in inclusive preschool classrooms?
Structured Abstract
Design
To help plan for the efficacy study, the study collected descriptive information in spring/summer 2015 on the programs, curricula, and extra supports available to children ages 3 through 5 identified for special education services. This collection was based on surveys of state agency staff coordinating grants and services under IDEA Part B Section 619 and a nationally representative sample of district preschool special education coordinators. The study randomly assigned 34 inclusive preschool classrooms in 29 schools from three districts to either receive training and coaching support to implement the study's program integration approach or continue with the teachers' regular program and practices. The addition and integration of the programs began in 2019, and data on participating preschool students was collected for 2 school years. These data include documentation of training to teachers, classroom observations to assess how program components were implemented, teacher surveys, and measures of children's social skills.
Key findings
Key findings will be available after the study report is published.
People and institutions involved
IES program contact(s)
Products and publications
Data tables have been released from the national surveys. The tables highlight how preschool special education programs are structured, where and when children with disabilities receive services, the extent to which children with disabilities are educated in schools and classrooms along with their peers, and the curricula, programs, strategies, and practices used to support instruction of preschool children with disabilities. Tables also provide information on district-required qualifications to teach preschool and the professional development available to preschool teachers.
Characteristics of Preschool Special Education Services and Practices (August 2020)
A restricted-use file containing survey data is available for the purposes of replicating study findings and secondary analysis.
The report for the efficacy study is expected in 2025 and will be announced on https://ies.ed.gov/ncee/.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
