Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Titel	Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?
Quelle	In: Educational Researcher, 41 (2012) 9, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X12459678
Schlagwörter	Special Education; Minority Group Children; Family (Sociological Unit); Receptive Language; Early Intervention; Body Weight; Preschool Children; Longitudinal Studies; Multiple Regression Analysis; Disproportionate Representation; Early Childhood Education; At Risk Students; Educational Policy; Measures (Individuals); Demography; Socioeconomic Status; Numeracy; Gender Differences; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Familie; Rezeptive Kommunikationsfähigkeit; Körpergewicht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Messdaten; Demografie; Socio-economic status; Sozioökonomischer Status; Rechenkompetenz; Geschlechterkonflikt
Abstract	We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds (N = 7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic regression analyses indicate that boys (odds ratio [OR] = 1.66), children born at very low birth weight (OR = 3.98) or with congenital anomalies (OR = 2.17), and children engaging in externalizing problem behaviors (OR = 1.10) are more likely to be represented in EI/ECSE. Children from low-socioeconomic-status households (OR = 0.48), those displaying greater numeracy or receptive language knowledge (ORs = 0.96 and 0.76, respectively), and children being raised in households where a language other than English is primarily spoken (OR = 0.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (OR = 0.24) or Asian (OR = 0.32) are disproportionately underrepresented in EI/ECSE in the United States. (Contains 3 tables, 1 figure and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 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