National Trends in Changes in Special Education Classification among Pre-Elementary Education Children

Autor/inn/en	Shinde, Satomi K.; Maeda, Yukiko
Titel	National Trends in Changes in Special Education Classification among Pre-Elementary Education Children
Quelle	In: Exceptionality, 27 (2019) 1, S.32-46 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1355802
Schlagwörter	Educational Trends; Educational Change; Special Education; Special Needs Students; Early Childhood Education; Young Children; Disabilities; Incidence; Student Characteristics; Socioeconomic Status; Academic Achievement; Cognitive Ability; Student Adjustment; Federal Legislation; Equal Education; Educational Legislation; Classification; Student Behavior; Gender Differences; Racial Differences; Ethnicity; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Handicap; Behinderung; Vorkommen; Socio-economic status; Sozioökonomischer Status; Schulleistung; Denkfähigkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bundesrecht; Bildungsrecht; Schulgesetz; Classification system; Klassifikation; Klassifikationssystem; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	Classification changes are common in special education. Using the first four years of the Pre-elementary Education Longitudinal Study data set (N = 3000), we investigated national trends in classification changes among young children with disabilities, the relationship between classification changes and children's demographic information, and the relations between classification changes and children's performance outcomes over time. The results revealed that declassification rates ranged from 35.6% for the three-year-old cohort to 46.3% for the five-year-old cohort. Approximately 25% to 35% of the children in each age cohort were reclassified at least once. The results showed that the prevalence rates of de/reclassification differed according to children's demographic characteristics without consistent pattern. The study also revealed that reclassified children consistently exhibited lower performance than those without classification changes over time. The results suggest that reclassification did not help children "catch up" with those who remained in the same disability categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01