少数族裔在特殊教育中的代表性：2016-2020 年的 5 年趋势

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2023-12-30 DOI:10.1007/s41252-023-00387-6

Antonis Katsiyannis, Dalun Zhang, Idean Ettekal, Wen-Hsuan Chang, Peizhen Li, Bronwyn Bigger, Melissa Hullett

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引用次数: 0

摘要

几十年来，少数民族学生在特殊教育中的比例一直不成比例，要么是人数过多，要么是人数不足。本研究旨在探讨2016年至2020年期间特殊教育中少数民族的代表性。方法使用增长模型分析来自数据问责中心、美国人口普查局和人口普查局小地区收入和贫困估算项目的5年数据。结果阿拉斯加土著和美洲印第安学生在学龄和幼儿特殊教育群体中所占比例过高。阿拉斯加原住民和美洲印第安人学生的发育迟缓、非洲裔美国人的情绪障碍和智力障碍以及亚洲学生的自闭症风险比均较高。此外，2016年，州贫困严重影响了西班牙裔和拉丁裔的代表性，显示出一种持续的模式。结论：特殊教育中某些少数群体的比例持续过高，需要实施积极的循证教学和行为干预措施(例如，多层次支持系统；人员培训)，以解决少数民族长期和不良的学业成绩，从而减少转介和特殊教育的资格。

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Minority Representation in Special Education: 5-Year Trends from 2016–2020

Objectives

The persistent disproportionate representation of minority students in special education, either over- or underrepresented, spans decades. This study aims to explore minority representation in special education between 2016 and 2020.

Methods

Growth models were utilized to analyze 5-year data from the Data Accountability Center, U.S. Census Bureau, and the Census Bureau’s Small Area Income and Poverty Estimates program.

Results

Alaskan Native and American Indian students were overrepresented in special education for both school-age and early childhood groups. Higher risk ratios were observed in developmental delays for Alaskan Native and American Indian students, in emotional disturbances and intellectual disabilities for African Americans, and autism for Asian students. Additionally, state poverty significantly affected Hispanic and Latino representation in 2016, revealing a persistent pattern over time.

Conclusions

The persistence of overrepresentation among certain minority groups in special education necessitates the implementation of proactive evidence-based instructional and behavioral interventions (e.g., Multi-tiered Systems of Support; personnel training) to address chronic and poor school outcomes for minorities and in turn reduce referrals and eligibility in special education.

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.