Exit criteria in early childhood programs for handicapped children

Information on the existence of written exit criteria, as well as descriptions of existing criteria, was obtained from 178 surveys completed by early childhood education programs for handicapped children across the United States. Approximately half of the programs had formal written exit criteria. The most commonly cited criterion was chronological age. Other factors, such as formal test results, team staffing decisions, and the child’s developmental skill level, also played a role. Significant differences appeared between exit criteria listed by programs with formal written exit criteria and those of programs without. The basis for dismissing children from preschool special education programs varies widely across and within states. S With the enactment of Public Law 94-142, appropriate educational placement and ser-vice became the right of all children. Baker and Gottlieb (1980) believe that the principal concern of Public Law 94-142 is the notion that children be mainstreamed and served in the least restrictive environment. However, the extent to which children who are receiv-ing special services exit from special educa-tion programs into mainstream classrooms is uncertain. Much has been written about the early identification of children with handicaps and subsequent interventions (Caldwell, 1970; Hobbs, 1975; Lichtenstein & Ireton, 1984). In fact, all states have special education rules and regulations that specify eligibility criteria for receiving special education services. A major assumption of early identification and placement is that early intervention produces a significant positive effect (Lichtenstein & Ireton, 1984; Lidz, 1983). Longitudinal stud-ies have documented several benefits of early intervention, including higher rates of high school graduation and employment, as well as favorable cost/benefit analyse