Demographic Factors Associated with the Early Identification of Children with Special Needs

Autor/inn/en	Guarino, Cassandra M.; Buddin, Richard; Pham, Chung; Cho, Michelle
Titel	Demographic Factors Associated with the Early Identification of Children with Special Needs
Quelle	In: Topics in Early Childhood Special Education, 30 (2010) 3, S.162-175 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121409349273
Schlagwörter	Identification; Special Needs Students; Student Characteristics; Gender Differences; Racial Differences; English (Second Language); Second Language Learning; Disabilities; African American Children; California + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Sonderpädagogischer Förderbedarf; Geschlechterkonflikt; Rassenunterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Handicap; Behinderung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Kalifornien
Abstract	Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification--defined as identification prior to kindergarten entry--varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early. (Contains 3 figures, 4 tables and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10