231 - Kindergarten Teachers' Perceived Efficacy in Identifying and Supporting Children with Developmental Disabilities

Publication Number: 3223.231

Lauren Palicki, Golisano Children's Hospital at The University of Rochester Medical Center, Fairport, NY, United States; Abigail LH. Kroening, Golisano Children's Hospital at The University of Rochester Medical Center, Rochester, NY, United States; Samantha Hochheimer, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States; Suzannah Iadarola, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States

Background: Disparities in timely identification of needs for children with developmental disabilities (DD) and provision of appropriate supports in early schooling can have cascading impact on achievement. Social drivers of health disproportionately affect children living in urban Rochester, NY. Current NYS Education data indicate Rochester City School District (RCSD) does not meet state standards for timely evaluations of students with developmental needs.

Objective: This project assesses RCSD kindergarten teachers' perceived comfort in understanding and implementing Individualized Education Programs (IEP) for children with DD (Aim 1) and barriers RCSD kindergarten teachers face navigating pathways to developmental evaluations and services (Aim 2). Data will inform future quality improvement and professional development opportunities between Developmental-Behavioral Pediatrics (DBP) and RCSD to support kindergarten students with DD.

Design/Methods: A REDCap survey was developed to assess teacher responses to a series of statements related to Aims 1 and 2 (ex. Table 1). The survey was sent to 59 RCSD kindergarten teachers in June 2025 and closed in late September 2025, with two interval reminders for completion. Most survey questions used a 5-point Likert scale to assess agreement or comfort level. The survey also included open-ended questions for unique respondent comments.

Results: Twenty-one teachers (36%) completed the survey. Teachers were grouped by years of teaching experience. In working with children with autism/DD, 33% noted receiving specialized training and 0% noted receiving ongoing continuing education. Overall, teachers were very comfortable implementing a child's IEP or 504 plan and somewhat comfortable working with children with DD/autism (Image 1); and more neutral in agreement having enough formal education to identify children with DD and feeling supported academically or behaviorally in their classrooms for children with an IEP/504 (Image 2). Kruskal-Wallis tests compared the effect of teacher experience (years teaching) on comfort and barrier scores and did not reveal statistically significant differences. Regarding awareness of DBP services, teachers were overall neutral, and 86% stated they never had professional interactions with the clinic.

Conclusion(s): Years of teacher experience did not significantly affect comfort or barrier scores. There is opportunity for DBP-RCSD collaboration, including awareness of DBP clinical services, working with children with autism/DD, and increasing in classroom - academic and behavior - supports. Limitations include sample size.

Table 1
Example of Survey Questions

Image 1
Average Comfortability Item Responses

Image 2
Average Barrier Item Responses