Transition from Early Childhood Special Education Programs to School Based Programs for Children Diagnosed with Developmental Delay in the State of Oregon : A Secondary Data Analysis Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/hh63t021g

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  • Background: Current policy in Oregon under the Individuals with Disabilities Education Act (IDEA) indicates that children diagnosed with developmental delay (DD) are eligible for services before school, but not eligible for the receipt of services in school-based programs. Due to this definition of eligibility, children with DD face additional barriers transitioning from early intervention/early childhood special education into school-based education services. Purpose: The present study investigated the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis before or after the age of five in children originally diagnosed with DD. Methods: Children met eligibility criteria for the present study if they were enrolled in early intervention/early childhood special education services in the State of Oregon with a primary disability diagnosis of DD and had a change in primary disability diagnosis before third grade (n= 5,076). Results: Odds of enrollment in special education during school were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (diagnosis after age five adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Conclusion: The results of this study suggest that children who exit IDEA because they have met the maximum age of eligibility are likely to reenter the special education system after a gap in the receipt of service access. A gap in service access during this period of development can have great implications on later life success.
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