Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings From the Pre-Elementary Education Longitudinal Study

Abstract

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A multidimensional model of optimal participation of children with physical disabilities

“…Children of families that participate in recreational and cultural activities are more likely to be involved in these activities [24,25,48]. Parental perceptions of neighborhood safety were related to the amount of community participation by their children with special education needs [45]. Parents of children with physical disabilities have reported that their overprotectiveness might limit their children's independent participation [14].…”

“…Higher family income, married status of parents and higher parental educational levels are related to higher participation and socialization of children with physical disabilities [37,44,45]. Family ecology, including family functioning, expectations, supports and resources are important considerations when planning services for young children with CP and their families [46].…”

Identifying Classroom Friendships: Teachers’ Confidence and Agreement With Children

“…Second, although research has been conducted on this subject for preschool and early elementary students, no studies focused on kindergarten, which is when many children begin their formal schooling and a significant developmental period for peer-related social competence for young children with disabilities. To illustrate the significance, researchers using the Pre-Elementary Education Longitudinal Study (PEELS) nationally representative data set found that children with disabilities with fewer or far fewer friends than their peers were significantly more likely to experience somewhat hard or very hard transitions into kindergarten (Carlson et al, 2009). Furthermore, researchers using the same data set found that limited social skills and difficulties with peer interactions in early school years predicted later peer victimization of children with disabilities (Son et al, 2014).…”

The Pre‐Elementary Education Longitudinal Study

“…Forty percent of teachers who worked in very large districts used six or more strategies to facilitate transitions, compared with 58% of teachers who worked in medium districts. Thirty-two percent of teachers who worked in very low wealth districts used six or more strategies compared with 52% of teachers who worked in high wealth districts (Carlson et al, 2009).…”

“…There were some statistically significant differences based on parent report, however. For example, parents of Hispanic children were more likely than parents of Black children or White children to report a somewhat hard or very hard transition to kindergarten (26%, 16%, and 13%, respectively) (Carlson et al, 2009).…”