Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11

Autor/inn/en	Strand, Steve; Lindorff, Ariel
Titel	Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11
Quelle	In: Exceptional Children, 87 (2021) 3, S.344-368 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strand, Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402921990895
Schlagwörter	Foreign Countries; Racial Differences; Ethnicity; White Students; Blacks; Minority Group Students; Disproportionate Representation; Learning Problems; Mental Disorders; Emotional Problems; Behavior Problems; Disability Identification; Social Development; Emotional Development; Socioeconomic Influences; Young Children; Multiracial Persons; Immigrants; Special Education; Students with Disabilities; Special Needs Students; African American Students; Hispanic American Students; Student Characteristics; Gender Differences; Age Differences; Preschool Children; Elementary School Students; United Kingdom (England); United States; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Ausland; Rassenunterschied; Ethnizität; Black person; Schwarzer; Lernproblem; Mental illness; Geisteskrankheit; Soziale Entwicklung; Gefühlsbildung; Sozioökonomischer Faktor; Frühe Kindheit; Mischling; Immigrant; Immigrantin; Immigranten; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; USA
Abstract	We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01