title: Tracking preschool children with developmental delay: third grade outcomes.
abstract: Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally handicaps. Regular education, but not special education, children had higher retention rates than did the general population. The presence of one or more secondary exceptionalities in preschool was more common for special education than regular education children. Regular education and special education children did not differ on other factors studied. This study highlights the importance of developmental delay as an exceptionality category and advances our understanding of the long-term implications of such delay.
authors.affiliation: Department of Psychology, University of Miami, Coral Gables, FL 33146, USA. cdelgado@umiami.edu
authors.forename: Christine E F
authors.initials: CE
authors.lastname: Delgado
authors.forename: Sara J
authors.initials: SJ
authors.lastname: Vagi
authors.forename: Keith G
authors.initials: KG
authors.lastname: Scott
mesh_terms: D002675:Child, Preschool; D002658:Developmental Disabilities / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D018479:Early Intervention, Educational; D004495:Education of Persons with Intellectual Disabilities; D004519:Education, Special; D005260:Female; D005431:Florida; D005500:Follow-Up Studies; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D008282:Mainstreaming, Education; D008297:Male; D017063:Outcome Assessment, Health Care