This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children’s language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. The proportion of children with disabilities in a given classroom ranged from 7% to 92%. We found that the percentage of children with disabilities was not related to children’s spring achievement for three outcomes: language, print-concept knowledge, and alphabet knowledge. These findings and further research directions are discussed.

中文翻译：

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包容性学前教育项目中残疾儿童的比例是否与儿童的成绩有关？

本研究应用多级建模来检查教室中轻度/中度残疾儿童的百分比与儿童在一个学年内的语言和识字成绩之间的关系。样本包括 75 个教室中的 516 名学龄前儿童（平均年龄 = 52.3 个月，SD = 6.3）；42% 的儿童有残疾。特定教室中残疾儿童的比例从 7% 到 92% 不等。我们发现残疾儿童的百分比与儿童在三个结果中的春季成绩无关：语言、印刷概念知识和字母知识。讨论了这些发现和进一步的研究方向。