| The use of two different classification systems for determining preschool and school age special education has led to a disjuncture in identification when children transition from preschool to school age special education services. The purpose of the present study was to examine the continuation and termination rates of students in preschool special education when evaluated under school age identification criteria in kindergarten. Of additional interest were the patterns of reclassification and the predictor variables associated with termination rate. Overall, only 28% of the preschool students exited from special education when re-evaluated in kindergarten. Most of the identification categories had very high rates (44-75%) of reclassification into the same category upon entry into kindergarten. Diagnostic label, educational setting, and county where services were provided were significant predictors of termination from special education. The advantages of non-categorical labels, the appropriateness of current educational outcome measures, and need to ensure success for all students are discussed as educational policy issues. |
