![lifeloveandmath:
sesamestreet:
Early childhood education is critically important, and we’re here to help. Here’s an infographic with some key stats — click through to see a bigger version of it.
“children who receive a high quality early education are less likely to be placed in special ed.”
this doesn’t make sense to me, as i read it.
if you have a disability, you have a disability. end of story.
special education is not for people who have received poor instruction.
possible explanations for this statistic:
1. high quality ECE links to students receiving response to intervention, requiring less special education as they are given tier 2 and 3 interventions without being forced into special education programs.
2. high quality ECE means students are less likely to be IMPROPERLY placed in special education due to poor teaching [rather than the legitimately disabled]
3. students with disabilities [i.e. those in special education] are less likely to be placed in a high quality ECE program.
as far as i’m concerned, this statistic requires significant clarification.
your move, sesame street. i love your show, by the way. =]
I’ve found support in the literature for hypotheses 1 and 2, including a randomized study. In children with autism, another study found correlation between quality of ECE and placement in integrated programs (with support). Hypothesis 3 may also be valid, but the presence of effects under randomization suggests that it is not the sole effect.](http://25.media.tumblr.com/b717a38acf3b696977181c45198b6321/tumblr_meo6wbjhGX1qd4fqho1_500.jpg)
Early childhood education is critically important, and we’re here to help. Here’s an infographic with some key stats — click through to see a bigger version of it.
“children who receive a high quality early education are less likely to be placed in special ed.”
this doesn’t make sense to me, as i read it.
if you have a disability, you have a disability. end of story.
special education is not for people who have received poor instruction.
possible explanations for this statistic:
1. high quality ECE links to students receiving response to intervention, requiring less special education as they are given tier 2 and 3 interventions without being forced into special education programs.
2. high quality ECE means students are less likely to be IMPROPERLY placed in special education due to poor teaching [rather than the legitimately disabled]
3. students with disabilities [i.e. those in special education] are less likely to be placed in a high quality ECE program.
as far as i’m concerned, this statistic requires significant clarification.
your move, sesame street. i love your show, by the way. =]
I’ve found support in the literature for hypotheses 1 and 2, including a randomized study. In children with autism, another study found correlation between quality of ECE and placement in integrated programs (with support). Hypothesis 3 may also be valid, but the presence of effects under randomization suggests that it is not the sole effect.
