A state funding report's research review, citing earlier studies, states that inclusive preschool special education benefits students with and without disabilities and that effective early education reduces later special education identification¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Providing preschool special education in inclusive settings benefits students with and without disabilities, and effective early childhood education reduces the likelihood of later special education identification. → Doutre 2021 q2 i? Students with disabilities who participate in inclusive preschool and kindergarten are more likely to be in inclusive settings later in elementary school. → Doutre 2021

Evidence¶

Doutre 2021¶

Doutre, S. M., Willis, J., Barrett, T., Ripma, T., Caparas, R., & Krausen, K. (2021). California State Special Education Funding System Study, Part 2: Findings, Implications, and Considerations for Improving Special Education Funding in California. WestEd. https://eric.ed.gov/?id=ED616106

q2 · i? · associational · r2

The report's research review, citing Diamond (2001), Odom et al. (2004), Kwon et al. (2011), and Yu et al. (2012), states inclusive preschool "benefits students with and without disabilities." It also cites Guralnick et al. (2008) on later inclusive placement. The review attributes these findings to the cited studies.

"Providing preschool special education services in an inclusive setting benefits students with and without disabilities, with effective early childhood education reducing the likelihood of students’ identification for special education"

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — outcome: instruction changes it

Related Claims¶

• Inclusion in general is very unlikely to increase or decrease learning and psychosocial adjustment of children with special needs — the general claim this finding bears on, with the studies behind it
• Formal early childhood experience reduces the likelihood of being identified as significantly below benchmark, most pronounced among English learner students and Black English learner students — related
• Multidistrict SELPAs without a large district received higher per pupil special education funding and had higher preK and K–12 inclusion rates than those with a large district — related
• Among small districts in multidistrict SELPAs, membership in a SELPA without a large district was associated with higher preK inclusion but lower K–12 inclusion — related
• Early childhood education attendance is associated with long-term health benefits, particularly reduced prevalence of risk factors for chronic diseases — related
• Social skills training has positive effects on social-emotional development and behavior for preschool children with disabilities in early education settings — related
• High-quality early care is associated with school readiness, math and language gains, and reduced grade repetition and special education placement — related
• Dual language learners especially benefit from high-quality early care and dual language immersion programs, and multilingualism is associated with cognitive, linguistic, social, and cultural strengths — related
• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — related
• Early childhood education attendance is associated with statistically significant reductions in special education placement and grade retention — related