Examining Longitudinal Patterns of Special Education Service Receipt

Autor/in	Woods, Adrienne D.
Titel	Examining Longitudinal Patterns of Special Education Service Receipt
Quelle	In: Exceptional Children, 87 (2020) 1, S.5-26 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woods, Adrienne D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920960655
Schlagwörter	Special Education; Students with Disabilities; Kindergarten; Student Placement; Longitudinal Studies; Elementary School Students; Student Characteristics; Academic Achievement; Student Behavior; Institutional Characteristics; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerpraktikum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Student behaviour; Schülerverhalten
Abstract	It is important to understand how longitudinal patterns of special education placement differ from cross-sectional incidence estimates in order to improve measurement precision and better target assistance to students with disabilities. This study used latent class growth analysis in a national-level data set to classify four trajectories of special education service receipt from kindergarten to eighth grade (Never, Persistent, Delayed, and Discontinued) and to predict which kindergarteners follow these trajectories of service receipt (N=3,970). This study is among the first to identify which kindergarteners with disabilities may experience persistent special education services, which may exit special education, and what patterns of sociodemographic, achievement, and behavior covariates distinguish these groups. Results both align with prior work and offer a fresh perspective for researchers and policymakers as to how placement changes across schooling and for whom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01