Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Li, Hui; Pun, Wik Hung; Cook, Michael
Titel	Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments
Quelle	84 (2017) 1, S.27-41 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	African American Students; Cohort Analysis; Disproportionate Representation; Ethnicity; Hispanic American Students; Kindergarten; Language Impairments; Longitudinal Studies; Multiple Regression Analysis; Non English Speaking; Race; Special Education; Speech Impairments; Statistical Analysis; Surveys; Young Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kohortenanalyse; Ethnizität; Hispanic; Hispanic Americans; Hispanoamerikaner; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; Language handicps; Language impairments; Statistische Analyse; Survey; Umfrage; Befragung; Frühe Kindheit
Abstract	We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective- have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts (N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds. [This article was published in "Exceptional Children" (EJ1158178).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01