Dula, MarkWolfe, Jacksunia2020-05-112020-05-112020-04-30http://hdl.handle.net/11558/5101Purpose of the quantitative study was to determine effects of early intervention participation on kindergarten readiness focusing on students with disabilities. The study was a quasi-experimental design measuring growth during a six-month timeframe by administering a pre-assessment and post-assessment in a select school district in Upper East Tennessee. The sample population was 113 students four and five-years in age, including 30 students with disabilities. The study suggested participation in early intervention programs had a positive impact on growth scores of participating students for overall general development and five developmental domains. Research did not yield a significant difference in post-assessment scores for overall general development or five developmental domains for students with disabilities based on the number of participating years in early intervention programs.en-USDevelopmental Profile TM 3PreschoolSpecial EducationChildren with disabilitiesEarly childhoodEarly interventionKindergarten readinessSchool readinessStudent growthStudents with disabilitiesDissertation