scholarly journals School Segregation and Racial Gaps in Special Education Identification

2019 ◽  
Author(s):  
Todd Elder ◽  
David Figlio ◽  
Scott Imberman ◽  
Claudia Persico
Keyword(s):  
Special Education ◽  
School Segregation ◽  
Racial Gaps ◽  
Special Education Identification

scholarly journals School Segregation and Racial Gaps in Special Education Identification

2021 ◽  
Vol 39 (S1) ◽  
pp. S151-S197
Author(s):  
Todd E. Elder ◽  
David N. Figlio ◽  
Scott A. Imberman ◽  
Claudia L. Persico
Keyword(s):  
Special Education ◽  
School Segregation ◽  
Racial Gaps ◽  
Special Education Identification

Divergent Discourse in Disproportionality Research: A Response to Kauffman and Anastasiou (2019)

2019 ◽  
Vol 30 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Denise K. Whitford ◽  
Kelly M. Carrero
Keyword(s):  
Special Education ◽  
Cultural Politics ◽  
Child Behavior ◽  
Societal Implications ◽  
Prevention And Intervention ◽  
The Future ◽  
Sound Policy ◽  
Special Education Identification

This article is in response to Kauffman and Anastasiou, wherein the authors initiate discussion regarding the cultural politics within special education identification and placement, particularly surrounding the issue of disproportionality. In this article, we identified four points of discussion regarding societal implications of disproportionality; the roles of (a) divergent ideologies; (b) access and advantage; (c) adult, adolescent, and child behavior; and (d) methodology in the debate on disproportionality in special education identification and placement. Furthermore, we highlight the problems with focusing too heavily on either one of these roles, without proposing viable prevention and intervention efforts to eliminate discriminatory identification and placement in the future. We encourage further discourse in the field that will lead to sound policy and improved practices within and for schools.

scholarly journals The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team

2018 ◽  
Vol 54 (2) ◽  
pp. 303-323 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Beth Fowler ◽  
Stacey Rainbolt
Keyword(s):  
Special Education ◽  
Restorative Justice ◽  
Leadership Team ◽  
Restorative Practices ◽  
Community Engaged Research ◽  
Discipline Practices ◽  
The Impact ◽  
Special Education Identification

The purpose of this “From the Field” article is to share the tentative results of community-engaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students

2020 ◽  
Vol 86 (4) ◽  
pp. 449-467
Author(s):  
Amanda L. Sullivan ◽  
Tara Kulkarni ◽  
Vichet Chhuon
Keyword(s):  
Special Education ◽  
Relative Risk ◽  
Asian American ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Pacific Islander ◽  
The United States ◽  
Asian And Pacific Islander ◽  
And Performance ◽  
Special Education Identification

Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification were not robust to sociodemographic and performance controls. We discuss potential contributors to these patterns and implications for research.

scholarly journals Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week

2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Jon Turner ◽  
Kim Finch ◽  
Ximena Uribe-Zarain
Keyword(s):  
Special Education ◽  
School Districts ◽  
Parental Support ◽  
Day School ◽  
First Year ◽  
Rural School Districts ◽  
Free And Reduced Lunch ◽  
Elementary Aged Children ◽  
School Week ◽  
Special Education Identification

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups.

Lead Exposure in Children: What Special Educators Need to Know

2021 ◽  
pp. 004005992110548
Author(s):  
Alan S. McLucas ◽  
Sarah E. Wilson ◽  
Gail E. Lovette ◽  
William J. Therrien
Keyword(s):  
Special Education ◽  
Lead Exposure ◽  
Large Scale ◽  
Special Educators ◽  
Behavioral Difficulties ◽  
Special Education Services ◽  
Education Services ◽  
Rural Settings ◽  
Special Education Identification ◽  
Children’S Exposure

Journalists have reported large-scale lead poisoning affecting children in cities such as Flint, Michigan. Unfortunately, children’s exposure to lead is not isolated and occurs throughout the country in both urban and rural settings. The effects of lead exposure can cause children to develop disabilities, potentially requiring special education services to address their academic and behavioral difficulties. In this paper, we detail three areas where special education has a major role in addressing the lead crisis: special education identification; intervention; and advocacy, awareness, and prevention. For each area, we provide concrete suggestions for special educators to implement in order to ensure children exposed to lead receive the special education services they need.

Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification

2021 ◽  
pp. 233264922110348
Author(s):  
Rebecca A. Cruz ◽  
Allison R. Firestone
Keyword(s):  
Special Education ◽  
African American ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Labeling Theory ◽  
School Level ◽  
Special Education Placement ◽  
School Careers ◽  
Special Education Identification ◽  
Specific Learning

Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analysis to examine temporal student- and school-level factors related to patterns of placement for minoritized students within one large urban school district. Results showed that gender, race, and socioeconomic status were all factors generally associated with special education identification, and that African American and Latinx students were more likely to be placed into special education later in their school careers. This disproportionality in delayed placement was associated with particular special education labels; for example, African American students identified post-elementary school were more likely to be labeled with emotional disturbance and specific learning disability compared to same-age White peers, and Latinx students were more likely to be labeled with specific learning disability and intellectual disability compared to same-age White peers. These results implicate inequities that emerge at the intersections of age, race, and perceptions of ability that should be considered in future studies of educational equity.

Disproportionality in Special Education: A Synthesis of International Research and Trends

2018 ◽  
Vol 52 (3) ◽  
pp. 163-173 ◽  
Author(s):  
North Cooc ◽  
Elisheba W. Kiru
Keyword(s):  
United States ◽  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Indigenous Populations ◽  
Cultural Barriers ◽  
Policy Recommendations ◽  
Student Groups ◽  
English Speaking ◽  
Special Education Identification

Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad.

Sign in / Sign up

Export Citation Format

Share Document