Making Sense of Minority Student Identification in Special Education: School Context Matters

Autor/inn/en	Talbott, Elizabeth; Fleming, Jane; Karabatsos, George; Dobria, Lidia
Titel	Making Sense of Minority Student Identification in Special Education: School Context Matters
Quelle	In: International Journal of Special Education, 26 (2011) 3, S.150-170 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Low Income; Mental Retardation; Emotional Disturbances; Learning Disabilities; Educational Improvement; Educational Indicators; Context Effect; Race; Racial Composition; Racial Identification; Gender Bias; Predictor Variables; Enrollment Rate; Student Records; Data Analysis; Socioeconomic Status; Disability Identification; Minority Group Students; Racial Bias; Illinois + Suchen Sie Ihr Suchwort? Niedriglohn; Geistige Behinderung; Gefühlsstörung; Learning handicap; Lernbehinderung; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Rasse; Abstammung; Geschlechterstereotyp; Prädiktor; Schülerakte; Auswertung; Socio-economic status; Sozioökonomischer Status; Racial discrimination; Rassismus
Abstract	Since the inception of special education, researchers have identified higher proportions of minority students with disabilities than expected. Yet, relatively few studies have considered the contributions of the school context on a large scale to the identification of students with mental retardation (MR), emotional disturbance (ED), and learning disabilities (LD). The present study examined the extent to which race and gender of 1,394,024 students, alone and nested within 2,104 schools, predicted identification in the special education categories of MR, ED, and LD. Results revealed that, alone, student race and gender significantly predicted identification in all three categories. However, when student race and gender were nested within school context variables, they were not significant predictors; school variables alone predicted identification. School variables that were significant included school attendance rate, for all three special education categories. For MR, school mobility rate, teacher education, adequate yearly progress, and size and locale of the district were also significant predictors. The proportion of students from low income families and average teacher salaries were significant predictors for ED, and district size, as well as ratio of pupils to certified staff were significant predictors for LD. Results are discussed in the context of previous work in the field. (Contains 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10