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The Long-Range Effects of the Regional Demonstration Program for Preschool Handicapped Children

Matrices Consulting Group, Fairfield

Marilyn Musumeci

Matrices Consulting Group, Fairfield

Amy Toole

Putnam/Northern Westchester Board of Cooperative Educational Services, Yorktown Heights, New York

The long-range efficacy of the regional demonstration program (RDP) was assessed by examining a sample (N=66) of the 171 students who graduated from the program from January 1976 to May 1980. The major purpose of the study was to determine if handicapped preschoolers who participated in the program would be able to make a successful transition to school age placements and function adequately in those placements. The RDP project is a nationally and state validated program that provides early intervention services to children of all handicapping conditions from birth to age 5. It serves a consortium of 18 school districts and is a noncategorical program primarily designed for children who are mildly or moderately impaired.

The academic and social functioning of former RDP students were assessed through three data collection techniques. A review of students' cumulative records provided information on grade retention, special services received, and yearly grade reports; a 25-item teacher questionnaire assessed students' cognitive, academic, communication, and soclal skills as compared to other children; and a parent interview measured parent perceptions of their child's performance in school and the impact of the RDP program.

Results indicated that, in general, RDP graduates made a successful transition to elementary school. Particularly impressive were the following findings: (1) 53% of the total graduate sample are placed in regular education programs and none of these children have been held back a grade; (2) one-third of the graduates enrolled in regular programs required no additional services; most of those who did require services received speech and language intervention; (3) teachers rated RDP graduates in regular classrooms similar to or slightly better than their peers in specific skill areas and attitudes towards school; and (4) parents of graduates were very satisfied with their children's performance in school; 98% indicated that their child would not have done as well without participation in the regional demonstration program. These data substantiated that participation in the regional demonstration program provided preschool handicapped children with the skills necessary to perform successfully in the elementary grades.

Journal of Early Intervention, Vol. 6, No. 1, 73-83 (1982)
DOI: 10.1177/105381518200600109


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