They’re Not All at Home

2016 ◽  
Vol 24 (4) ◽  
pp. 247-256 ◽  
Author(s):  
Chin-Chih Chen ◽  
Dennis P. Culhane ◽  
Stephen Metraux ◽  
Jung Min Park ◽  
Jessica C. Venable ◽  
...  
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Behavioral Interventions ◽  
Early Adolescents ◽  
Language Impairments ◽  
Serious Emotional Disturbance ◽  
Urban School District ◽  
Special Education Services ◽  
Data Set ◽  
Residential Placements

Using an integrated administrative data set, out-of-home residential placements (i.e., child welfare, juvenile justice, mental health) were examined in a sample of early adolescents in a large urban school district. Out-of-home placements were tracked across Grades 7 to 9 in a population of 58,000 youth. This included 10,911 students identified for special education (7,028 with learning disabilities, 1,247 with serious emotional disturbance, 1,245 with intellectual disabilities, 804 with speech and language impairments, and 587 with other disabilities). Students who received special education were twice as likely to experience out-of-home placements. The rates and types of out-of-home placements were differentially related to specific special education classifications. In particular, youth with serious emotional disturbance were more likely to experience out-of-home placements and to be involved in multiple sectors. Findings are discussed in relation to the development of intensive emotional and behavioral interventions for early adolescents who receive special education services.

Special Education Services for Girls with Serious Emotional Disturbance: A Case of Gender Bias?

1994 ◽  
Vol 20 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Dana L. Caseau ◽  
Ruth Luckasson ◽  
Roger L. Kroth
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Emotional Disturbance ◽  
Gender Bias ◽  
Psychiatric Hospital ◽  
Psychiatric Hospitals ◽  
Serious Emotional Disturbance ◽  
Special Education Services ◽  
The Public ◽  
Adolescent Students

Despite the fact that boys greatly outnumber girls in receiving services under the category Serious Emotional Disturbance (SED), the possibility of bias against girls with SED has received relatively little attention. Data on three groups of adolescent students were analyzed: (a) students served as SED by the public schools (ED Sch, n=53), (b) students identified by the schools as SED but served as inpatients at a private psychiatric hospital (ED Psy, n=24), and (c) students not identified as SED by the public schools but who received services at a private psychiatric hospital (NI Psy n=40). Girls were a small proportion of the ED Sch and ED Psy groups, but the majority of the NI Psy group. These preliminary data indicate that some girls with serious emotional problems are not identified by the public schools yet are being served by private psychiatric hospitals. Possible reasons for this potentially inequitable allocation of school special education resources are suggested. Consideration and further study of the gender issues and identification and services to students with SED are discussed.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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.

Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities

2021 ◽  
pp. 0013189X2098258
Author(s):  
Sarah Hurwitz ◽  
Emma D. Cohen ◽  
Brea L. Perry
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disruptive Behavior ◽  
School Discipline ◽  
Urban School District ◽  
Behavioral Characteristics ◽  
Special Education Services ◽  
Special Education Referral ◽  
Novel Approach ◽  
Decomposition Models

Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once students are enrolled. Using longitudinal data from an urban school district, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that prompt disciplinary responses. We find that (1) ongoing disruptive behavior leads to placement in special education and (2) receiving special education is associated with a reduced likelihood of punishment. Earlier identification is vital in order to treat, rather than punish, disruptive behavior.

Helping Teachers Understand and Mitigate Trauma in Their Classrooms

2021 ◽  
pp. 004005992110618
Author(s):  
Lynn S. Burdick ◽  
Catherine Corr
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Emotional Responses ◽  
Classroom Environments ◽  
Special Education Services ◽  
Education Services ◽  
Working Together ◽  
Trauma Informed

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza’s life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed.

Teacher Race and Racial Disparities in Special Education

2019 ◽  
Vol 40 (4) ◽  
pp. 213-224 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Students Of Color ◽  
Autism Spectrum ◽  
Teachers Of Color ◽  
Special Education Services ◽  
Teacher Race

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance

2011 ◽  
Vol 36 (3) ◽  
pp. 172-184 ◽  
Author(s):  
Gary N. Siperstein ◽  
Andrew L. Wiley ◽  
Steven R. Forness
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Low Income ◽  
School Context ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
School Based ◽  
Reading And Math ◽  
Education Status

Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors. In this study, 86 children were followed over a two-year period: children were drawn from three subgroups—children with ED receiving special education in low-income schools, children with ED receiving special education services in high-income schools, and children not receiving special education services but who were considered high risk for ED. Outcome measures included reading and math achievement along with ratings of behavioral progress. Despite initial differences in overall functioning, there was, almost without exception, no significant progress in any of the three subgroups over the course of a full academic year. This lack of progress was not related to the type of special education and related services that students received in self-contained or full inclusion programs. Results and implications are discussed regarding lack of response of children with or at risk for ED to intervention in both general and special education.

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