Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students

Autor/inn/en	Sullivan, Amanda L.; Kulkarni, Tara; Chhuon, Vichet
Titel	Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students
Quelle	In: Exceptional Children, 86 (2020) 4, S.449-467 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920905548
Schlagwörter	Disproportionate Representation; Asian American Students; Pacific Americans; Special Education; Racial Differences; White Students; At Risk Students; Ethnicity; Racial Bias; Students with Disabilities; Symptoms (Individual Disorders); Individual Characteristics; Family Characteristics; Disability Identification; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Rassenunterschied; Ethnizität; Racial discrimination; Rassismus; Disability; Disabilities; Behinderung; Psychiatrische Symptomatik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich
Abstract	Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states' federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study--Kindergarten Class of 2010-11 (ECLS-K:2011). Descriptive analysis of states' child count data indicated that, compared to White students, Asian and Pacific Islander students' relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification were not robust to sociodemographic and performance controls. We discuss potential contributors to these patterns and implications for research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01