The Long-Range Effects of Early Childhood Education on a Trainable Mentally Retarded Population

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Abstract
This ex post facto research project examines 9-, 10-, and 11-year old children who were enrolled in programs for the trainable mentally retarded in Oregon and upon whom standardized skill acquisition data were available. In each age group were children who had no, 1, or 2 or more years of preschool experience. Results of students' performance indicated significant differences at ages 9, 10, and 11 in language, academics, self-help, and motor skill performance between those who had 2 or more years of preschool and those who had only 1 year or no preschool. Specific characteristics of preschools were identified that contributed to better skill acquisition scores among the children. No differences could be found in teachers' perceptions of those who had preschool than those who did not. Children's current teachers, however, were highly supportive of preschool experiences for handicapped children. Parents did have different perceptions of their children if they had had preschool experience than if they did not.

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