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	In: Exceptional Children, 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
ISSN	0014-4029
DOI	10.1177/0014402917718341
Schlagwörter	Speech Impairments; Language Impairments; Cohort Analysis; Disproportionate Representation; Race; Ethnicity; Longitudinal Studies; Surveys; Special Education; African American Students; Hispanic American Students; Non English Speaking; Kindergarten; Young Children; Multiple Regression Analysis; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kohortenanalyse; Rasse; Abstammung; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Frühe Kindheit; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01