Hurry Up and Wait: Rethinking Special Education Identification in Kindergarten

Abstract

This article makes the case that it no longer makes sense to delay the process of identifying children with disabilities until after kindergarten. The purposes, expectations, and day-to-day realities of kindergarten have changed, and children who eventually will be identified for special education are put at a considerable disadvantage when their special learning needs are not addressed during the kindergarten year. The article identifies inadequate solutions and suggests strategies that teachers and schools can use to address the status quo and work to change policy and tradition regarding special education identification in kindergarten.

Can Teacher Ratings of Students’ Skills at Kindergarten Entry Predict Kindergarten Retention?

“…Higher academic standards are being imposed on kindergarten students. These students are expected to read whereas a few decades ago reading skills did not enter the curriculum until first grade (Lazarus & Ortega, 2007;Litty & Hatch, 2006). The balanced, whole child approach favored by the early childhood community may end in kindergarten.…”

Against the Standards: Analyzing Expectations and Discourse of Educators regarding Students with Disabilities in a Kindergarten Classroom

“…Educators in this classroom are also accommodating and supporting the needs of students with disabilities; however, they are still struggling in how to address students and their behaviors [8] particularly when providing time for students to develop their skills [9] and being positive about students' differences and different paces. For example, educators used "than" and "even" to compare general and special education students.…”

“…In addition, inclusive and diverse environments have been more prevalent and encouraged in early education [6][7][8][9]. It is important, then, that teachers are prepared to meet the needs of students with disabilities [8].…”

“…It is important, then, that teachers are prepared to meet the needs of students with disabilities [8]. In these contexts teachers also need to find a balance between establishing a curriculum-based kindergarten that fits into an academically driven school setting, while still providing space for students to develop their skills [9]. Inclusion cannot be accomplished by simple placement of students with disabilities with their typically developing peers [7].…”

Experiences with grade repetition : a narrative inquiry using a resiliency lens

“…In other words, the practice of red-shirting did not function as an effective intervention for children, especially those possessing a learning disability, because it elevated the experience for all participants in the class, making it more challenging for those with a disability (Frey, 2005). Litty and Hatch (2006) demonstrated that special education identification and intervention services were often delayed in kindergarten to avoid early and misapplied labels; therefore, delaying entrance into kindergarten for a child with a learning disability was counterintuitive because this child would not typically receive special education services until the first grade at the earliest. This study identified that academic red-shirting for students with disabilities neither functions as an effective intervention for the disability, nor provides an advantage that persists across time.…”