Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

Autor/inn/en	Shifrer, Dara; Muller, Chandra; Callahan, Rebecca
Titel	Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language
Quelle	In: Journal of Learning Disabilities, 44 (2011) 3, S.246-257 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410374236
Schlagwörter	Language Minorities; Socioeconomic Status; Learning Disabilities; Disproportionate Representation; Disability Identification; Race; Academic Accommodations (Disabilities); Longitudinal Studies; Prediction; African Americans; Hispanic Americans; Multivariate Analysis; Males; English (Second Language) + Suchen Sie Ihr Suchwort? Sprachminderheit; Socio-economic status; Sozioökonomischer Status; Learning handicap; Lernbehinderung; Rasse; Abstammung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Afroamerikaner; Hispanic; Hispanoamerikaner; Multivariate Analyse; Male; Männliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that sociodemographic characteristics are predictive of identification with a learning disability. Although some conventional areas of disproportionality are confirmed (males and language minorities), differences in socioeconomic status entirely account for African American and Hispanic disproportionality. The discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in the investigation of disproportionality. (Contains 2 tables and 1 note.) (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