Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Student Outcomes in a Blended Preschool Program

  • Sybil A. Keesbury, Ed.D. (Author) Mercer University image/svg+xml
    Dr. Keesbury has been teaching at Mercer University for four years. Her area of specialty is special education, with a focus on Autism Spectrum Disorders and Behavioral Disorders. She has her Ed.D in curriculum and instruction from Gardner-Webb University, M.S. in Special Education from University of Minnesota Mankato, and a BA from Gustavus Adolphus College. Prior to teaching at Mercer University she taught special education in the public schools of North Carolina. She is certified in Preschool Handicap Birth – Age 9, Emotional and Behavior Disorders K-12, as well as National Board Certified Exceptional Needs Specialist Early Childhood through Young Adult.
DOI
https://doi.org/10.64546/jaasep.288
Abstract
This case study examined the effect of quality preschool programming on child outcomes in a blended inclusive preschool program implemented in an urban school system in the piedmont of North Carolina. The blended inclusive preschool program was a newly initiated program in this district and had been in place for only 1 school year. The purpose of this study was to examine the growth of students enrolled in the program over a period of 6 months using the Learning Accomplishment Profile-Third Edition. Quality of programming was determined using the Early Childhood Environmental Rating Scale-Revised. Results of child outcomes and quality scores were analyzed using regression analyses. A case study with mixed methods was used for this study. Multiple child scores, quality programming scores, interviews and observations were used to collect data. An analysis of the data revealed that there was statistically significant growth within the means on the Learning Accomplishment Profile-Third Edition between three administrations. Each student showed growth in all areas examined. Regression analysis was used to determine the relationship between quality scores using the Early Childhood Environmental Ratings Scales-Revised and each sub-score of the Learning Accomplishment Profile-Third Edition. These analyses showed no statistical relationship between classroom quality and child outcomes.
Keywords
Blended Learning, Case Studies, Child Care, Early Childhood Education, Educational Quality, Inclusion
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How to Cite
Keesbury, S. A. (2015). Student Outcomes in a Blended Preschool Program. Journal of the American Academy of Special Education Professionals, 10(3), 147-173. https://doi.org/10.64546/jaasep.288

Fall 2015

Article Information

  • Article Type Articles
  • Submitted September 10, 2015
  • Published October 15, 2015
  • Issue Fall 2015
  • Section Articles
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