Pre-School-Age

Because special education at times also involves parents of preschool-aged children it is necessary to consider this more specific body of literature. While a number of studies have addressed questions relating to educational resources, and the inclusion of preschool-aged in different programs (see Barnett, 1992; Pretti-Frontczak, Kowalski, and Brown, 2002), I was unable to find any studies that focus on the experiences of the parents of preschool-aged children in special education.

Barnett, W.S. (1992). Benefits of compensatory preschool education. The Journal of Human Resources, 27(2), 279-312.

• According to Barnett (1992); “More than 100 studies provide some information about the effects of compensatory preschool education on disadvantaged children” (p. 281). While this number might seem immense, these studies tend to focus on assessment and academic effectiveness (Barnett, 1992).

Peck, C.A., & Cooke, T.P. (1983). Benefits of mainstreaming at the early childhood level: How much can we expect? Analysis and Intervention in Developmental Disabilities, 3, 1-22.

Odom, S.L., & McEvoy, M.A. (1988). Integration of young children with handicaps and normally developing children. In S. Odom & M. Kames (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 241-268). Baltimore, MD: Paul H. Brookes Publishing Co.

Lamorey, S., & Bricker, D.D. (1993). Integrated programs: Effects on young children and their parents. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community-based programs: From research to implementation (pp. 249-269). Baltimore, MD: Paul H. Brookes Publishing Co.

Buysse, V., & Bailey, D.B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Special Education, 26, 434-461.

Odom, S.L. et al. (1996). Inclusion at the preschool level: An ecological systems analysis (SRCD Social Policy Report, 10, 18-30). Retrieved October 30 from http://www.newhorizons.org/spneeds/inclusion/information/schwartz1.htm

• Citing Peck and Cooke (1983), Odom and McEvoy (1988), Lamorey and Bricker (1993), and Buysse and Bailey (1993), Odom et al. (1996) note: "Since 1980, at least four comprehensive reviews of the literature on preschool inclusion have concluded that children with disabilities enrolled in inclusive settings make at least as much progress on standardized measures of cognitive, language, motor, and social development as children in noninclusive special education classrooms.

Pretti-Frontczak, K.; Kowalski, K.; & Brown, R.D. (2002). Preschool teachers’ use of assessments and curricula: A statewide examination. Exceptional Children, 69, 109-123.

• A more recent United States-oriented review of literature written about developments in assessment and curricular materials for preschool-aged special education children can be found in the work of Pretti-Frontczak, Kowalski, and Brown (2002).