Early Identification of Preschoolers with Special (Needs in Head Start

Abstract

The implementation of P.L. 99-457 represents a new phase in the evolution of service delivery to preschool-age children with special needs. Head Start has long been the largest program to integrate and mainstream preschool children with disabilities. In conjunction with this recent legislation, Head Start is certifying children with more-severe and multiple impairments into their special needs program. The present study describes the joint efforts of a UCLA/Head Start Diagnostic Team to provide individual assessment services to 159 Head Start children from 1989 to 1992. Prevalence rates within the various diagnostic areas were somewhat discrepant with earlier research. Using cluster analysis techniques, three clinical clusters emerged that described the profiles of children along demographic, developmental/medical, family/home, and academic dimensions. Chi-square tests evaluated the relationship between categorical diagnoses, cluster membership, and the need for special education kindergarten placement. Implications of early identification of children with special needs in Head Start on later school functioning were discussed.

Mental Health and Special Education Outcomes of Head Start Children Followed Into Elementary School

“…Only 5% were identified as early as kindergarten as ED, while 4% were identified as LD and 3% as MR. The percentage of children identified by the schools as ED was lower compared to findings from Sinclair and her colleagues (Sinclair, 1993;Sinclair, Del'Homme, & Gonzalez, 1993;Sinclair & Forness, 1996) who studied mental health and special education identification rates of children at the end of Head Start and determined that approximately 6-1 0% had significant mental health disabilities that would have qualified them for the ED category when properly evaluated. In addition, our findings revealed that in kindergarten, the mothers of 17% of children in special education reported that their child had previously seen a professional about an emotional, behavioral, or mental problem.…”

“…There is clearly a need to increase the research base related to the mental health needs of preschool children and their families (American Orthopsychiatric Association, 1994). There are also a number of disorders with early childhood onset, such as fetal alcohol syndrome or prenatal substance abuse, that not only affect learning or cognition, but also have newly recognized behavioral sequelae that are not always correctly identified in preschool settings (Baumeister, Kupstas, in Head Start or other related preschool populations, the rate of identification in the ED category tends to be substantially higher (Feil & Becker, 1993;Sinclair, 1993;Sinclair, Del'Homme, & Gonzalez, 1993).…”

A Systematic Review of Part C Early Identification Studies

“…For example, a report from Shannon and Anderson (2008) details a community engagement plan emphasizing (a) relationship building between Part C specialists and potential community monitoring sites, (b) the development of a collaborative agreement plan, (c) buy-in from and training of front-line workers, (d) screening implementation, and (e) debriefing and referral processes for families. In addition, data from Head Start programs (Peterson et al, 2004; Sinclair, 1993) indicate how Part C Child Find coordinators may collaborate with other early childhood programs that also track children’s developmental progress. The data from the Head Start program from the University of California–Los Angeles underscore the point that non-Part C systems can track outcomes for specialized populations (Peterson et al, 2004; Sinclair, 1993).…”

“…In addition, data from Head Start programs (Peterson et al, 2004; Sinclair, 1993) indicate how Part C Child Find coordinators may collaborate with other early childhood programs that also track children’s developmental progress. The data from the Head Start program from the University of California–Los Angeles underscore the point that non-Part C systems can track outcomes for specialized populations (Peterson et al, 2004; Sinclair, 1993). …”

Special Education Identification of Head Start Children with Emotional and Behavioral Disorders in Second Grade

“…Concern has been focused not only on the children's Head Start experience, but also on their subsequent progress in later grades. Sinclair and her colleagues (Sinclair, 1993;Sinclair, Del'Homme, & Gonzalez, 1993;Sinclair & Forness, 1996), who studied mental health and special education identification rates of children during participation in Head Start, noted that their data indicated the identification rate for Head Start children with significant mental health needs was approximately 10%. They also stated that 5.6% of children identified through a systematic screening instrument as having an emotional disturbance (ED) and thus needing special education were from Head Start classrooms.…”