| The purpose of this study was to examine the preschool special education programs of local school districts in Suffolk County, New York. Few doctoral studies have compared preschool special education programs in regard to the actual components of this type of educational program. Additionally, little or no research has been done on how the professionals who work in these programs evaluate these programs. This investigation looked at seven local Long Island school districts, (of the total of 71 districts in the county, 65 of which are eligible for prekindergarten funding), in the following areas of preschool special education: finance, program characteristics and staffing, and evaluation. This study also looked at actual staff support for the preschool special education program as well as perceptions regarding staffing, scope of the programs, training, curriculum, professional practices, and assessment.;A qualitative question was posed as to why these seven districts have chosen to run their own preschool special education programs. The study looked at the demographics of each district, as well as the descriptors for preschool and special education programs in each district. Two types of surveys were used. An Administrator Survey Questionnaire was sent to the district administrators responsible for the program. They were asked about financing, program characteristics and staffing, and evaluation of program. A Preschool Special Education Questionnaire also was sent to all personnel who help to administer or deliver the services. This research looked at similarities and differences across the districts in the different areas surveyed. This investigation also looked at the perceptions of personnel, administrators, teachers, and paraprofessionals in these programs in each of these areas. Analysis was made of this data. Program descriptors and conclusions were made concerning all seven areas across the seven districts.;This study found that there was wide spread support across all seven districts regarding the benefits of these programs. All districts utilized state, county, and local funds to finance the programs. All districts had self-contained special education, half-day classes. Some districts had integrated half-day classes. Two districts had full-day, self-contained classes for its preschool special education children. Four areas, support for the program, curriculum issues, professional practices, and assessment factors had high mean scores (strongly agree) from all districts and across all staff lines. Two areas, staffing and training, had lower mean results and were more problematical for at least two of the districts. Communication skills and social behavioral skills were the most important issues in a successful preschool special education program. |
