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Preschool Children with Developmental Disabilities: Fourth Grade Outcomes Christine Delgado & Sara Vagi University of Miami Presented at the 11 th Annual.

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Presentation on theme: "Preschool Children with Developmental Disabilities: Fourth Grade Outcomes Christine Delgado & Sara Vagi University of Miami Presented at the 11 th Annual."— Presentation transcript:

1 Preschool Children with Developmental Disabilities: Fourth Grade Outcomes Christine Delgado & Sara Vagi University of Miami Presented at the 11 th Annual Maternal and Child Health Epidemiology Conference Miami, Florida December 2005

2 Objective Utilize extant statewide datasets to determine the 4 th grade special education status of children identified with a developmental disability as preschoolers. Utilize extant statewide datasets to determine the 4 th grade special education status of children identified with a developmental disability as preschoolers.

3 Statewide Databases - Florida Public school records Public school records Children’s Registry and Information System (CHRIS) Children’s Registry and Information System (CHRIS)

4 Children’s Registry and Information System (CHRIS) State of Florida database for preschool children with disabilities served under Part B of the Individuals with Disabilities Education Act (IDEA). State of Florida database for preschool children with disabilities served under Part B of the Individuals with Disabilities Education Act (IDEA). CHRIS data provide the Florida Department of Education with a means of documenting Child Find efforts to locate, evaluate, and provide necessary services to at-risk preschool-aged children. CHRIS data provide the Florida Department of Education with a means of documenting Child Find efforts to locate, evaluate, and provide necessary services to at-risk preschool-aged children.

5 Children’s Registry and Information System (CHRIS) Event Tracking Event Tracking –Transition from Part C –Screenings –Evaluations –Disability program eligibility –Services planned and received Service Coordination Service Coordination –Demographics –Appointments –Referrals –Family contacts –Follow-up actions needed

6 Children’s Registry and Information System (CHRIS) Longitudinal research Longitudinal research –Identify risk factors –Monitor outcomes –Evaluate the effectiveness of Child Find –Examine issues associated with disproportionate representation

7 Methods Records linked based on an exact match of child’s last name, first name, and date of birth. Records linked based on an exact match of child’s last name, first name, and date of birth. 4,132 children (2,901 boys) 4,132 children (2,901 boys) –Developmental disability as a preschooler –Attended 4 th grade at a Florida public school during the academic year

8 Methods Preschool disabilities studied Preschool disabilities studied –Developmental delay (DD) –Emotionally handicapped/severely emotionally disturbed (EH/SED) –Educable mentally handicapped (EMH) –Speech/language impairment (SI/LI) –Specific learning disabled (SLD) –Trainable mentally handicapped/profoundly mentally handicapped (TMH/PMH)

9 Results Overall, 64% of preschool children with a developmental disability received special education services in 4 th grade. Overall, 64% of preschool children with a developmental disability received special education services in 4 th grade. Results varied across preschool disability classifications. Results varied across preschool disability classifications.

10 Outcome Disability Status for Children Identified with a Disability as a Preschooler

11 Results Outcome disability also varied across preschool disability classifications. Outcome disability also varied across preschool disability classifications.

12 Outcome Disability for Preschool Children with DD AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

13 Outcome Disability for Preschool Children with AT AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

14 Outcome Disability for Preschool Children with EH/SED AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

15 Outcome Disability for Preschool Children with SLD AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

16 Outcome Disability for Preschool Children with TMH/PMH AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

17 Outcome Disability for Preschool Children with EMH AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

18 Outcome Disability for Preschool Children with SI/LI AT: Autistic EH/SED: Emotionally Handicapped/Severely Emotionally Disturbed EMH: Educable Mentally Handicapped SI/LI: Speech or Language Impairment SLD: Specific Learning Disabled TMH/PMH: Trainable or Profoundly Mentally Handicapped

19 Conclusions Identification of the outcomes for young children with developmental disabilities illustrates the potential for research involving statewide datasets. Identification of the outcomes for young children with developmental disabilities illustrates the potential for research involving statewide datasets. A better understanding of the future disabilities that children are likely to be assigned will allow school systems to better plan and manage resources in order to provide services to these children. A better understanding of the future disabilities that children are likely to be assigned will allow school systems to better plan and manage resources in order to provide services to these children.

20 Contact Information Christine Delgado: Christine Delgado: Sara Vagi: Sara Vagi: CHRIS Project Website: CHRIS Project Website:


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