University of Virginia - CASTL, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903, USA.
Lang Speech Hear Serv Sch. 2010 Jan;41(1):61-9. doi: 10.1044/0161-1461(2009/08-0037).
The Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K; U.S. Department of Education, 2000) includes comprehensive assessments of home, classroom, and school contexts and developmental outcomes for a nationally representative sample of more than 20,000 children who began kindergarten in 1998-1999. The purposes of this article are to describe the ECLS-K and provide an example of how to use these data to advance speech-language-hearing research.
Special education questionnaires were analyzed from subsamples of children with diagnosed disabilities. The frequencies of different disabilities at kindergarten, 1st, 3rd, and 5th grade were calculated, and for children whose primary diagnosis was speech-language impairment, special education experiences were summarized.
There are relatively large subsamples of children with learning disabilities, physical disabilities, and speech-language impairments. Among children with speech-language impairments, there is substantial variability in special education experiences with regard to the amount of time children received services, location of services, types of instructional methods, and extent to which modifications were made to the general education curriculum.
The comprehensive assessments, large subsamples of children with diagnosed disabilities, and detailed information about special education services makes the ECLS-K a useful resource for advancing the development of theory, effective classroom practices, and evidence-based policies that promote the well-being of children with special needs.
幼儿纵向研究 - 幼儿园队列（ECLS-K；美国教育部，2000 年）包括对家庭、课堂和学校环境以及超过 20,000 名儿童的发展结果的全面评估，这些儿童于 1998-1999 年开始上幼儿园。本文的目的是描述 ECLS-K，并提供一个如何使用这些数据来推进言语 - 语言 - 听力研究的例子。
从有诊断残疾的儿童的子样本中分析特殊教育问卷。计算了幼儿园、1 年级、3 年级和 5 年级不同残疾的频率，并对主要诊断为言语 - 语言障碍的儿童总结了特殊教育经历。
有学习障碍、身体残疾和言语 - 语言障碍的儿童有相对较大的子样本。在言语 - 语言障碍儿童中，在接受服务的时间长短、服务地点、教学方法类型以及对普通教育课程的修改程度方面，特殊教育经历存在很大差异。
全面的评估、大量有诊断残疾的儿童子样本以及有关特殊教育服务的详细信息使 ECLS-K 成为推进理论发展、有效的课堂实践和基于证据的政策的有用资源，这些政策可以促进有特殊需求的儿童的福祉。
