Learning disabilities and ethnicity: achieving cultural competence

O'Hara, Jean

doi:10.1192/apt.9.3.166

Cited by 47 publications

(44 citation statements)

References 21 publications

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“…Other mechanisms have been theorized to result in racial, ethnic, and language minority children being under-represented in special education (Hibel et al, 2010; Morgan et al, 2012; Rosenberg, Zhang, & Robinson, 2008; Samson & Lesaux, 2009), including socio-economic, linguistic, and/or cultural obstacles that constrain access by minority families to special education services (Danesco, 1997; Coll et al, 1996; Harry, 1992; O'Hara, 2003; Pena & Fiestas, 2009). Some minority families may prefer to rely on the social support of extended families to assist their children and so may not agree to evaluation requests for special education (Coll et al, 1996).…”

Section: Contradictory Explanations and Evidence Of Minority Dispropomentioning

confidence: 99%

Minorities Are Disproportionately Underrepresented in Special Education

Morgan

Farkas

Hillemeier

et al. 2015

Educational Researcher

300

315

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We investigated whether and to what extent minority children attending elementary and middle schools in the U.S. are over- or under-identified as disabled and so disproportionately represented in special education. To address existing limitations in the field's knowledge base, we (a) analyzed multi-year longitudinal data, (b) used hazard modeling to estimate over-time dynamics of disability identification across five specific conditions, and (c) extensively corrected for child-, family-, and school-level potential confounding variables (e.g., child-level academic achievement and behavior, family-level socioeconomic status, school-level state location). Despite long-standing and on-going federal legislative and policy efforts to reduce minority over-representation in special education, our analyses indicated that this has not been occurring in the U.S. Instead, minority children are less likely than otherwise similar White, English-speaking children to be identified as disabled and so receive special education services. From kindergarten entry to at least the end of middle school, racial and ethnic minority children are less likely than otherwise similar White children to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (d) emotional disturbances. Language minority children are less likely to be identified as having (a) specific learning disabilities or (b) speech or language impairments.

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Section: Contradictory Explanations and Evidence Of Minority Dispropomentioning

confidence: 99%

Minorities Are Disproportionately Underrepresented in Special Education

Morgan

Farkas

Hillemeier

et al. 2015

Educational Researcher

300

315

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“…Morrier and Gallagher (2012) reported that children who are minorities were less likely to be identified as having speech or language impairments. These children's underrepresentation possibly results from socioeconomic, linguistic, or cultural obstacles (Blanchett, Klingner, & Harry, 2009;Danesco, 1997;Flores, Tschann, Dimas, Pasch, & de Groat, 2010;García Coll et al, 1996;Harry, 1992;O'Hara, 2003;Peña & Fiestas, 2009). For example, it may be that minority parents are less likely to solicit a professional's evaluation of their children's speech and language difficulties, instead preferring to rely on the advice and support of extended families (García Coll et al, 1996).…”

Section: Early Vocabulary Delays and Later Speech/language Service Usementioning

confidence: 99%

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Morgan

Hammer

Farkas

et al. 2016

Am J Speech Lang Pathol

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Purpose: We sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; Andreassen & Fletcher, 2005), a nationally representative data set maintained by the U.S. Department of Education. We addressed two research questions of particular importance to speech-language pathology practice and policy. First, do early vocabulary delays increase children's likelihood of receiving speech/language services? Second, are minority children systematically less likely to receive these services than otherwise similar White children? Method: Multivariate logistic regression analyses were performed for a population-based sample of 9,600 children and families participating in the ECLS-B.Results: Expressive vocabulary delays by 24 months of age were strongly associated with and predictive of children's receipt of speech/language services at 24, 48, and 60 months of age (adjusted odds ratio range = 4.32-16.60). Black children were less likely to receive speech/language services than otherwise similar White children at 24, 48, and 60 months of age (adjusted odds ratio range = 0.42-0.55). Lower socioeconomic status children and those whose parental primary language was other than English were also less likely to receive services. Being born with very low birth weight also significantly increased children's receipt of services at 24, 48, and 60 months of age. Conclusion: Expressive vocabulary delays at 24 months of age increase children's risk for later speech/language services. Increased use of culturally and linguistically sensitive practices may help racial/ethnic minority children access needed services.

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“…8,9 Various organisations report that people with intellectual disabilities encounter stigma, prejudice and suffer continued denial of their human rights. 10,11 However, very little research is published on the stigma of intellectual disability, although excellent recent British research reports described a new instrument for measuring the stigma experienced by people with intellectual disabilities and describes the current situation.…”

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confidence: 99%

Stigmatised attitudes towards intellectual disability: a randomised crossover trial

Varughese

Luty

2010

Psychiatrist

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Aims and methodTackling discrimination, stigma and inequalities in mental health is a major UK government objective yet people with intellectual disabilities continue to suffer serious stigma and discrimination. The project aimed to determine the effect of viewing a picture of a person with intellectual disability on stigmatised attitudes. The 20-point Attitude to Mental Illness Questionnaire (AMIQ) was used and a representative panel of members of the general public were randomised to complete the questionnaire either with (experimental) or without (control) looking at a picture of a man with Down syndrome. Six months later the same experiment was performed with the groups crossed over.ResultsResults were received for 360 participants (response rate 87–93%). The sequence (control or experimental) had no significant effect on the outcome. The mean AMIQ score in the control groups was 1.56 (s.d. = 2.85, s.e. = 0.21,n=186) and in the experiment group (after looking at the pictures) was 2.43 (s.d. = 2.59, s.e. = 0.12,n= 174; median difference 1,P= 0.0016 Mann-WhitneyU-test; effect size 0.23).Clinical implicationsLooking at a picture of a man with Down syndrome significantly reduces reported stigmatised attitudes.

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Learning disabilities and ethnicity: achieving cultural competence

Cited by 47 publications

References 21 publications

Minorities Are Disproportionately Underrepresented in Special Education

Minorities Are Disproportionately Underrepresented in Special Education

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Stigmatised attitudes towards intellectual disability: a randomised crossover trial

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