Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Kenya E. Wolff
Second Advisor
Cathy W. Grace
Third Advisor
Denise Soares
Relational Format
dissertation/thesis
Abstract
Mississippi established the Early Learning Collaborative Act, MS Code § 37-21-51 (2023), in 2013 to expand pre-k opportunities statewide. This study examined the processes within Mississippi’s Early Learning Collaboratives that support school readiness for children from low socioeconomic backgrounds with autism. Improving access, participation, and supports for children from low socioeconomic backgrounds with autism by increasing the components of high-quality inclusive settings allows children to gain the necessary readiness skills for kindergarten. A policy analysis of the Mississippi Early Learning Act (2023) established the first phase of the research, followed by focus groups from the Mississippi Department of Education Office of Early Childhood, Early Learning Collaborative Lead Coordinators, and experts within the state. The findings indicate that Early Learning Collaboratives have developed family-centered practices that provide better services for children from low socioeconomic backgrounds with autism. These opportunities offer great potential for a continuum of services to increase school readiness for children with autism.
Recommended Citation
Ryals, Lisa Suzanne, "Examining the Impact of Mississippi's Early Learning Collaboratives in Supporting Children from Low Socioeconomic Backgrounds with Autism" (2024). Electronic Theses and Dissertations. 2869.
https://egrove.olemiss.edu/etd/2869