Using data from the Early Childhood Longitudinal Study– Birth (ECLS-B) cohort, Assistant Professor Pamela Epley is examining the relationship between typical home-based learning activities and early school performance for children with disabilities.
While parental engagement in activities such as reading with and telling stories to their child has been associated with early school performance for children without disabilities, little to no research exists on how these natural learning opportunities impact young children with disabilities.
This research has important implications for how parent involvement and natural environment are conceptualized within early childhood special education and the provision of families supports and services aimed at meeting families’ needs and enhancing their ability to support their child’s development.
