Childhood Placement in Special Education and Adult Well-Being

Autor/inn/en	Chesmore, Ashley A.; Ou, Suh-Ruu; Reynolds, Arthur J.
Titel	Childhood Placement in Special Education and Adult Well-Being
Quelle	In: Journal of Special Education, 50 (2016) 2, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915624413
Schlagwörter	Student Placement; Special Education; Correlation; Adults; Well Being; Low Income Groups; Minority Groups; Longitudinal Studies; Graduation Rate; Substance Abuse; Educational Attainment; Institutionalized Persons; Correctional Institutions; Depression (Psychology); Academic Achievement; Grade 8; Socioeconomic Influences; African Americans; Achievement Tests; Standardized Tests; Multiple Regression Analysis; Illinois (Chicago); Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Well-being; Wellness; Wohlbefinden; Ethnische Minderheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Drug use; Drug consomption; Drogenkonsum; Bildungsabschluss; Bildungsgut; Jugendstrafvollzug; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; Sozioökonomischer Faktor; Afroamerikaner; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in Grades 1 to 8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth-grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01