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Language Minority Students Identifie...

Klinger, Angela G.M.,

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Language Minority Students Identified for Special Education: Predictors, Proportional Representation Across Elementary Years, and the Role of Parent Engagement /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language Minority Students Identified for Special Education: Predictors, Proportional Representation Across Elementary Years, and the Role of Parent Engagement // Angela G.M Klinger.
Author:	Klinger, Angela G.M.,
Description:	1 electronic resource (203 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970472
ISBN:	9798841733096

Language Minority Students Identified for Special Education: Predictors, Proportional Representation Across Elementary Years, and the Role of Parent Engagement /
Klinger, Angela G.M.,

Language Minority Students Identified for Special Education: Predictors, Proportional Representation Across Elementary Years, and the Role of Parent Engagement /Angela G.M Klinger. - 1 electronic resource (203 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

The problem of disproportionality in special education is complex and requires an investigation of multiple factors related to racial, ethnic, linguistic, and socioeconomic backgrounds, school context, and family characteristics. Researchers have debated whether language minority (LM) students are under or overrepresented in special education, but patterns of proportional representation and key predictors are still inconclusive (Morgan et al., 2018). The purpose of this study was to explore patterns related to disability identification among LM students, including leading predictors, parent engagement, and proportional representation in special education over time. In this quantitative study, the researcher analyzed data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, which is a longitudinal, nationally representative sample. The study was grounded in intersectionality and social and cultural capital theories to consider contexts that influence marginalized groups. Logistic regression models estimated the predictors of special education identification by fifth grade among LM students and the proportional representation of LM students in special education in second, third, and fifth grades. Fifth-grade reading performance, student mobility, and school percentage of students receiving free and reduced-price meals were predictors of special education identification by fifth grade among LM students. Behavior was a stronger predictor of special education identification for non-LM students than for LM students in second and third grades. Female LM students had higher odds of identification and male LM students had lower odds than their non-LM counterparts did in fifth grade. Without statistical controls, LM students appeared to experience delayed identification, but with race/ethnicity controlled, LM students were not disproportionately represented in special education compared to non-LM peers. Asian and Hispanic students were underrepresented in third grade special education, and Black students were underrepresented in fifth grade special education when controlling for significant predictors. These findings suggest continued monitoring of the disproportionate representation of racial/ethnic minorities in special education and expanded federal policy to examine underrepresentation. Leading predictors of special education identification among LM students indicated that efforts should be focused on early reading intervention, equitable screening in low-income school communities, culturally relevant behavioral assessments, and increased monitoring of LM students who change schools.

English

ISBN: 9798841733096Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Disproportionate representation

Language Minority Students Identified for Special Education: Predictors, Proportional Representation Across Elementary Years, and the Role of Parent Engagement /
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520 $a The problem of disproportionality in special education is complex and requires an investigation of multiple factors related to racial, ethnic, linguistic, and socioeconomic backgrounds, school context, and family characteristics. Researchers have debated whether language minority (LM) students are under or overrepresented in special education, but patterns of proportional representation and key predictors are still inconclusive (Morgan et al., 2018). The purpose of this study was to explore patterns related to disability identification among LM students, including leading predictors, parent engagement, and proportional representation in special education over time. In this quantitative study, the researcher analyzed data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, which is a longitudinal, nationally representative sample. The study was grounded in intersectionality and social and cultural capital theories to consider contexts that influence marginalized groups. Logistic regression models estimated the predictors of special education identification by fifth grade among LM students and the proportional representation of LM students in special education in second, third, and fifth grades. Fifth-grade reading performance, student mobility, and school percentage of students receiving free and reduced-price meals were predictors of special education identification by fifth grade among LM students. Behavior was a stronger predictor of special education identification for non-LM students than for LM students in second and third grades. Female LM students had higher odds of identification and male LM students had lower odds than their non-LM counterparts did in fifth grade. Without statistical controls, LM students appeared to experience delayed identification, but with race/ethnicity controlled, LM students were not disproportionately represented in special education compared to non-LM peers. Asian and Hispanic students were underrepresented in third grade special education, and Black students were underrepresented in fifth grade special education when controlling for significant predictors. These findings suggest continued monitoring of the disproportionate representation of racial/ethnic minorities in special education and expanded federal policy to examine underrepresentation. Leading predictors of special education identification among LM students indicated that efforts should be focused on early reading intervention, equitable screening in low-income school communities, culturally relevant behavioral assessments, and increased monitoring of LM students who change schools.
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