This study examined the relationship between parents' perspectives of early childhood special education (ECSE) and their engagement in everyday learning activities with kindergarten performance of children with disabilities in one Midwestern state. Findings show that although parents' perspective of ECSE and their engagement in everyday learning activities significantly predicted children's academic and social-behavioral skills, the strength of the relationships were limited. Engagement in everyday learning activities accounted for 4% of the variance in academic and social-behavioral skills. Parents' perspectives of ECSE also accounted for 4% of the variance in academic skills. Parents' perspective of ECSE was more strongly associated with children's social-behavioral skills and accounted for 9% of the variance in social-behavioral scores. Implications for policy and practice are discussed.
Erikson Institute, Chicago, Illinois.
Correspondence: Pamela H. Epley, PhD, Department of Early Childhood Education, Erikson Institute, 451 N. LaSalle Ave., Chicago, IL 60654 (firstname.lastname@example.org).
This research was conducted in collaboration with the Kansas State Board of Education and was partially funded by a grant from the National Institute for Disability and Rehabilitation Research, Grant No. H133B031133, to the University of Kansas, and by a grant from the Office of Special Education Programs Doctoral Leadership Program, Grant No. H325D060063.
The author declares no conflict of interest.