Mental health and special education services in Hungary

1974 ◽  
Author(s):  
Ethel Pankove
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Special Education Services ◽  
Education Services

Black and White Middle Class Children Who Have Private Health Insurance in the United States

PEDIATRICS ◽  
1999 ◽  
Vol 104 (Supplement_1) ◽  
pp. 151-157 ◽  
Author(s):  
Michael Weitzman ◽  
Robert S. Byrd ◽  
Peggy Auinger
Keyword(s):  
Mental Health ◽  
United States ◽  
Special Education ◽  
Middle Class ◽  
Black Children ◽  
The United States ◽  
Special Education Services ◽  
White Children ◽  
Education Services ◽  
Black And White

Objective. To compare the health, behavior and school problems, and use of medical, mental health, and special education services of privately insured, middle class black and white children in the United States. Design/Methods. Analyses of the Child Health Supplement to the 1988 National Health Interview Survey, with a nationally representative sample of 17 110 children age 0–17 years. Results. Privately insured middle class black children had fewer chronic health conditions, but were less likely to be reported to be in excellent health (46.2% vs 57.3%) and more likely to have had asthma (8.5% vs 5.8%) or to have been of low birth weight (10.7% vs 5.6%). There were no differences in rates of having a usual source of routine care (92.2% vs 93.8%) or of being up to date with well-child care (79.3% vs 78.2%), but black children made fewer physician visits, were less likely to use physicians' offices, were more likely to lack continuity of care, and were twice as likely to use emergency departments. These differences in use of medical services persisted in multivariate analyses and analyses restricted to more affluent children. Despite similar rates of behavior problems, black children were more likely to repeat a grade (20.0% vs 12.3%) and to have been suspended from school (11.3% vs 5.0%). Although significantly fewer black middle class children received mental health or special education services in bivariate analyses, no differences in receipt of these services were noted in multivariate analyses. All differences reported were significant. Conclusions. Among middle class children in the United States, black and white children have similar rates of health and behavior problems, but black children experience substantially increased rates of asthma, low birth weight, and school difficulties. Although not differing in the receipt of mental health or special education services, middle class black children, even in the presence of private health insurance, have markedly different sources and patterns of use of medical services.

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

Sign in / Sign up

Export Citation Format

Share Document