Parental Characteristics and Resiliency in Identification Rates for Special Education

Autor/inn/en	Anderson, Jeffrey A.; Howland, Allison A.; McCoach, D. Betsy
Titel	Parental Characteristics and Resiliency in Identification Rates for Special Education
Quelle	In: Preventing School Failure, 59 (2015) 2, S.63-72 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2013.837811
Schlagwörter	Parents; Individual Characteristics; Special Education; Resilience (Psychology); Disability Identification; Family Influence; Risk; Longitudinal Studies; Gender Differences; Socioeconomic Influences; Expectation; Academic Aspiration; Educational Attainment; Labeling (of Persons); Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Students; Postsecondary Education; Racial Differences; Ethnic Groups; Family Characteristics; Likert Scales; Reading; Parent Participation; Parent Child Relationship; Parent School Relationship; Statistical Analysis; Institutional Characteristics; Urban Schools; Rural Schools; Private Schools; Minority Group Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Eltern; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Special needs education; Sonderpädagogik; Sonderschulwesen; Risiko; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Sozioökonomischer Faktor; Expectancy; Erwartung; Bildungsabschluss; Bildungsgut; Labeling-Ansatz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Post-secondary education; Tertiäre Bildung; Rassenunterschied; Ethnie; Likert-Skala; Leseprozess; Lesen; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Statistische Analyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Private school; Privatschule
Abstract	Even with increased risks, many children demonstrate resiliency and avoid being labeled for special education; however, research on risk and resilience has been problematic because of inadequate statistical models, limitations of available data, and the exclusion of key protective factors. This study used a national sample to examine the influence that family and school risk and protective factors had on special education identification longitudinally. Discrete-time hazard longitudinal modeling indicated that being female, from a higher socioeconomic environment, and having parents with higher expectations for postsecondary education protected against being labeled for special education between Kindergarten and fourth grade. Higher parental expectations for postsecondary education attainment was associated with lower rates of special education identification and also appeared to moderate the effects of poverty on identification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01