Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach

Pullen, Paige C.; Ashworth, Kristen E.; Ryoo, Ji Hoon

doi:10.1177/0731948719837912

Cited by 3 publications

(14 citation statements)

References 25 publications

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“…However, the present findings also differ from Pullen et al (2020) in terms of the prevalence rates observed. The national data reviewed by (Pullen et al, 2020). indicated a lower SLD and higher LI prevalence rate than the Florida data suggest.…”

Section: Comparison To Prior Researchcontrasting

confidence: 99%

“…Finally, the present findings in part confirmed the findings of Pullen et al (2020), with significant decreases in SLD prevalence over the time examined. However, the present findings also differ from Pullen et al (2020) in terms of the prevalence rates observed. The national data reviewed by (Pullen et al, 2020).…”

Section: Comparison To Prior Researchsupporting

confidence: 89%

“…Samuels (2017) reported a 14 and 11% decrease in students identified as having SLD and S/LI, respectively, during a 10 year period (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015) and suggested the changes were related to broad adoption of multitiered systems of supports. Pullen et al (2020) also used data reported by the Office of Special Education Programs (OSEP) in the United States Department of Education to examine SLD prevalence and variability across multiple states and school years (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011), noting a decline in the SLD prevalence rates as a national trend. They also determined that as the SLD prevalence decreased, the interstate prevalence variability increased.…”

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

“…They also determined that as the SLD prevalence decreased, the interstate prevalence variability increased. (Pullen et al, 2020) speculated that the changes in SLD prevalence and variability may have been related to states' adoption of RTI and its implications for SLD identification. However, they did not analyze specific states' RTI adoption timelines against changes in SLD prevalence.…”

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

“…However, they did not analyze specific states' RTI adoption timelines against changes in SLD prevalence. Moreover, (Pullen et al, 2020) did not examine LI specifically as a diagnostic category apart from the combined S/LI data.…”

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

See 4 more Smart Citations

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

Hall-Mills

2021

Front. Educ.

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In the United States, the Response to Intervention framework provides tiered levels of support in general education (kindergarten through grade 12) to improve student outcomes and may relate to special education determinations. While broadly applied to eligibility determinations for children with specific learning disability, the Response to Intervention model also presents an interesting consideration for children with language impairment. The requirement of the Response to Intervention framework in education policy may have a significant impact on the identification and eligibility processes for children with special educational needs. The aim of the present study was to explore whether this policy implementation altered the prevalence of students with disabilities ages 3–21 years who were determined to be eligible for special education under the categories of specific learning disability and language impairment. Longitudinal data was examined to determine whether significant changes occurred in the prevalence rates in a state that mandated implementation of Response to Intervention policy. The results revealed that significant changes occurred in the prevalence rates from pre-to post implementation of Response to Intervention policy; language impairment prevalence increased and specific learning disability prevalence decreased. Prevalence changes have maintained over multiple subsequent school years. The findings have important implications for policy and practices focused on the identification of these common disabilities throughout the school years.

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Section: Comparison To Prior Researchcontrasting

confidence: 99%

Section: Comparison To Prior Researchsupporting

confidence: 89%

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

Section: Impact Of Rti Policy On Disability Prevalencementioning

confidence: 99%

See 3 more Smart Citations

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

Hall-Mills

2021

Front. Educ.

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Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee

Gilmour,

Harper,

Lloyd

et al. 2023

J Learn Disabil

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Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued over time, with larger decreases for students who were Black or economically disadvantaged. Response to intervention was associated with a 61% average decrease in the odds of first-time SLD identification by third grade (about a 0.006 change in the predicted probability), with greater declines for students who were Black or economically disadvantaged. We discuss these results in the context of disproportionality in special education and the need for research examining whether declines in SLD were due to improved academic outcomes, as opposed to delays in identification.

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An Approach to Assessing the Features of a Tutor's Professional Competence in an Inclusive Education: A Pilot Study

Shemanov

Самсонова

Bystrova

et al. 2022

Clinical Psychology and Special Education

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<p style="text-align: justify;">The work solved the problems of substantiating the approach to the study of the features of the professional competence of a tutor (teaching assistant) in the conditions of inclusive education and conducting a pilot study of the basic components of competence: motivational-attitude, cognitive, behavioral, and reflective-evaluative ones. The methods used in international studies for studying subjective predictors of the implementation of inclusive practices by teachers served as a prototype for using a number of self-assessment tools in studying the basic components of tutor competence, including four questionnaires: ‘Attitude towards inclusion’, ‘Intention to implement inclusive practices’, ‘Efficiency of a tutor accompanying students with health deficiencies and disabilities in an inclusive education’, ‘Difficulties of the tutor in the implementation of tutor support in the conditions of inclusion’. The sample of this study is represented by 313 respondents (mean age 33.6±13.9; men — 9.6%, women — 90.4%), including 41 students of secondary vocational education organizations, and 272 students of higher education, among them there were 67 working tutors. All respondents answered the same questionnaires remotely using the ‘Anketolog’ system. Data analysis included an exploratory factorial analysis of each questionnaire, a check of their internal consistency, and a correlation analysis of relationships between all questionnaires. Cronbach's alpha ranged from 0.76 to 0.94, which indicates sufficient internal consistency of the questionnaires. Correlation analysis confirms the nature of the relationships of the original questionnaires previously obtained in international studies. Factor analysis made it possible to identify both the ‘Intention to implement inclusive practices’ questionnaire and the ‘Efficiency of a tutor accompanying students with health deficiencies and disabilities in an inclusive education’ questionnaire, two factors each, reflecting the specifics of the work of tutors, which, apparently, can be associated with their support for the agency of students with disabilities. This possible sensitivity to this aspect of tutoring allows us to expect that these questionnaires can become a useful tool for studying subjective readiness and ability as components of tutoring professional competence of future and working professionals in an inclusive education environment.</p>

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Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach

Cited by 3 publications

References 25 publications

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee

An Approach to Assessing the Features of a Tutor's Professional Competence in an Inclusive Education: A Pilot Study

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