TY - JOUR
T1 - Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time
AU - Cheung, W. Catherine
AU - Meadan, Hedda
AU - Shen, Sa
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education, Project IMPACT (H325D155036). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2021/8
Y1 - 2021/8
N2 - Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.
AB - Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.
KW - children with disabilities
KW - cognition
KW - ECLS-B
KW - motor
KW - social
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U2 - 10.1177/0022466920940800
DO - 10.1177/0022466920940800
M3 - Article
AN - SCOPUS:85087979820
SN - 0022-4669
VL - 55
SP - 79
EP - 89
JO - Journal of Special Education
JF - Journal of Special Education
IS - 2
ER -