Disproportionate Representation in Placements of Preschoolers with Disabilities in Five Southern States

Autor/inn/en	Morrier, Michael J.; Gallagher, Peggy A.
Titel	Disproportionate Representation in Placements of Preschoolers with Disabilities in Five Southern States
Quelle	In: Topics in Early Childhood Special Education, 31 (2011) 1, S.48-57 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410363830
Schlagwörter	American Indians; Disproportionate Representation; Educational Policy; Preschool Children; Inclusion; Racial Differences; Place of Residence; Mainstreaming; Student Placement; African American Students; Hispanic American Students; Asian American Students; White Students; Comparative Analysis; Special Education; Alabama; Arkansas; Georgia; North Carolina; Tennessee + Suchen Sie Ihr Suchwort? American Indian; Indianer; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Rassenunterschied; Wohnort; Schülerpraktikum; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Special education placements for more than 69,000 preschoolers with disabilities were examined within and across five southern states. Data were gathered from the 2007 December 1st Child Count reported to the U.S. Department of Education. All states examined offered state-funded prekindergarten programs. Analyses compared disproportionate representation in placements (three levels of inclusion) across child ethnicity and state of residence. Disproportionate representation indexes were calculated using risk index (RI) and risk ratio (RR). Results reveal that a full inclusion setting was used most frequently, followed by no known inclusion, and finally partial inclusion. Overall, although individual state variation was great, no disproportionate representation occurred in full or partial inclusion settings, whereas children classified as American Indian were underrepresented in the no known inclusion setting (RR = 0.22). Inspection of individual RI by state found significant differences (Wilks's [lambda] = 0.001, F = 10.354, p = 0.001, [eta][superscript 2] = 0.902) between states for full (p less than 0.05, [eta][superscript 2] = 0.902), partial (p less than 0.001, [eta][superscript 2] = 0.873), and no known inclusion (p less than 0.05, [eta][superscript 2] = 0.699) settings. Policy implications of the data are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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