Effects of Differing Levels of Inclusion on Preschoolers with Disabilities.

Mills, Paulette E.; Cole, Kevin N.; Jenkins, Joseph R.; Dale, Philip S.

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Peer reviewed

ERIC Number: EJ573549

Record Type: CIJE

Publication Date: 1998

Pages: N/A

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ISSN: ISSN-0014-4029

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Effects of Differing Levels of Inclusion on Preschoolers with Disabilities.

Mills, Paulette E.; Cole, Kevin N.; Jenkins, Joseph R.; Dale, Philip S.

Exceptional Children, v65 n1 p79-90 Fall 1998

This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal development. Differences were also found in placement effects between lower and higher functioning children. (Author/DB)

Descriptors: Cognitive Development, Comparative Analysis, Disabilities, Inclusive Schools, Language Acquisition, Mainstreaming, Preschool Children, Preschool Education, Program Effectiveness, Severity (of Disability), Social Integration, Special Classes, Special Education, Student Placement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A