Skip Navigation LinksHome > July/September 2013 - Volume 26 - Issue 3 > Parents' Perspectives of Early Childhood Special Education,...
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Infants & Young Children:
doi: 10.1097/IYC.0b013e31829307cb
Original Study

Parents' Perspectives of Early Childhood Special Education, Engagement in Everyday Learning Activities, and Kindergarten Performance of Children With Disabilities

Epley, Pamela H. PhD

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Abstract

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.

© 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins

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