Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)

2021 ◽  
pp. 106342662110397
Author(s):  
Laura Rhinehart ◽  
Sai Iyer ◽  
Diane Haager
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
The United States ◽  
Special Education Services ◽  
Behavioral Skills ◽  
Early Childhood Longitudinal Study ◽  
Education Services ◽  
Special Education Needs ◽  
Students With Adhd

Approximately one in 10 children in the United States is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade ( N = 220). Results showed higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.

Itinerant Early Childhood Special Education Services

2001 ◽  
Vol 24 (1) ◽  
pp. 35-44 ◽  
Author(s):  
LAURIE A. DINNEBEIL ◽  
WILLIAM F. McINERNEY ◽  
JEANETTE ROTH ◽  
VIDYA RAMASWAMY
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Special Education Services ◽  
Education Services

The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers

2003 ◽  
Vol 25 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Liza M. Conyers ◽  
Arthur J. Reynolds ◽  
Suh-Ruu Ou
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Public Schools ◽  
Low Income ◽  
Family Background ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Placement ◽  
Preschool Intervention ◽  
Long Term Impact

This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.

An Interview on District and School Transformation: Practical Approaches to Facilitating Sustainable Systemic Change

2021 ◽  
pp. 273247452110141
Author(s):  
Kurt A. Schneider ◽  
Suzanne Sands ◽  
Kristen Endre ◽  
Dale Baker ◽  
Kristin Burnette ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Special Education ◽  
Early Childhood ◽  
Education System ◽  
School Transformation ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
Consulting Services

Illinois has an education system that includes regional cooperatives charged with supporting member districts in the provision of special education services for students from birth to age 22. Such support can include both direct services (i.e., early childhood services, special education classes in a separate building or in special education classrooms of the member districts) and indirect services (e.g., consulting services, professional development and coaching, assessment, related services). This interview is with three leaders in one such cooperative of 18 K-8 and high school member districts of varying size across 3 regions in 2 counties.

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.

scholarly journals Law and Policy Training for the Identification of SLD in Hispanic Children

2019 ◽  
Vol 34 (7) ◽  
pp. 1305-1305
Author(s):  
P Sepulveda-Miranda ◽  
M A Moreno Torres
Keyword(s):  
Special Education ◽  
Online Survey ◽  
Department Of Education ◽  
Special Education Services ◽  
Hispanic Children ◽  
Educational Training ◽  
Cultural Backgrounds ◽  
Education Services ◽  
Law And Policy ◽  
Special Education Needs

Abstract Objective The purpose of this poster is to present the results of a survey about perceived and real knowledge of federal regulations and policies required to evaluate, and provide services for, Hispanic children with Special Learning Disability (SLD). This work illustrates the relevance of getting education and training in law, policy, and ethics, for neuropsychologists evaluating and treating Hispanic children from diverse cultural backgrounds. Method The participants were 38 psychologists providing services to Hispanic children in Puerto Rico. The data were collected via an online survey distributed through professional email lists. The survey explored the professional's perception of their knowledge of federal laws and regulations and their educational needs in law training regarding special education regulations. The answers were analyzed using descriptive statistics as measures of central tendency (e.g. frequencies and means). Outcomes Around 52% of the responders indicated employment by the Department of Education to determine children’s eligibility for special education services. Thirty-seven percent mentioned not having knowledge of Individuals with Disabilities Education Act’s (IDEA) requirements when conducting evaluations. Around 20% were unsure of the extension of the law pertaining to the regulation of the definition, scope, and evaluation processes for diagnosis and eligibility of special education services for children with SLD. Finally, 79% of the surveyed professionals agreed that they need to be trained in law and policy to improve their practice. Discussion Hispanic children with special education needs are victims of disproportionate and inadequate access to services, while being vulnerable to other related inequities. To achieve cultural and social justice in neuropsychological practices, it is important to discuss the need of underlying educational training in law, policy, and ethics- areas that strictly regulate and determine the access to available resources for these minorities.

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