Sex equity and disabled students

Kratovil, Jane; Bailey, Sue

doi:10.1080/00405848609543234

Cited by 11 publications

(4 citation statements)

References 7 publications

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“…*p < .05. and around cultural biases. The latter may stem from differences in the interaction of teachers with boys and girls (Kedar-Volvodas, 1983;Kratovi & Bailey, 1986), divergent expectations for males and females on the part of teachers and parents (Gottleib, 1987), and the tools and definitions used to screen for disabilities (Caseau, Luckasson, & Kroth, 1994). Given that most of the gender difference in early identification persisted even after we controlled for disability type, physiological explanations lose some weight.…”

Section: Discussionmentioning

confidence: 95%

“…Hypotheses to explain the gender difference in the overall prevalence of disabilities center around physiological or maturational differences in chromosomal or brain structure and motor and language skill development (Harmon, Stockton, & Contrucci, 1992;Shaywitz, 1996) and around cultural biases. The latter may stem from differences in the interaction of teachers with boys and girls (Kedar-Volvodas, 1983;Kratovi & Bailey, 1986), divergent expectations for males and females on the part of teachers and parents (Gottleib, 1987), and the tools and definitions used to screen for disabilities (Caseau, Luckasson, & Kroth, 1994). Given that most of the gender difference in early identification persisted even after we controlled for disability type, physiological explanations lose some weight.…”

Section: Discussionmentioning

confidence: 99%

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Demographic Factors Associated With the Early Identification of Children With Special Needs

Guarino

Buddin

Pham

et al. 2009

Topics in Early Childhood Special Education

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Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification-defined as identification prior to kindergarten entry-varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Demographic Factors Associated With the Early Identification of Children With Special Needs

Guarino

Buddin

Pham

et al. 2009

Topics in Early Childhood Special Education

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“…Study the effects of similar policies in varied circumstances and copy those that seem effective. For example, experience with civil rights legislation for the disabled such as Section 504 of the Rehabilitation Act of 1973 and Public Law 94-142 indicates that policies can attend to individual and group needs simultaneously (Kratovil & Bailey, 1986).…”

Section: Develop and Revise Policies Tomentioning

confidence: 99%

The Role of Public Policy in the Education of Girls and Women

Klein¹

1987

Educational Evaluation and Policy Analysis

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In order to make education more equitable and effective for all, educators need to understand some of the complexities involved in developing public education policies to benefit over half our population which is female. A conceptual framework has been developed to indicate how different types of public policies have intended or unintended positive, mixed, or negative effects on girls and women in education. Examples of public policies that focus on sex equity goals, sex differential goals, and general education goals are followed by recommendations to help educators and policymakers assume responsibility for ensuring that education policies help, instead of harm, females.

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“…The excess of boys in special needs programmes is well known, although the explanations vary. A common theme is a gender bias in referrals by teachers and other education professionals (Bernard and Clarizio, 1981;Green, 1993;Anderson, 1997), with boys more likely to be identi ed for behavioural rather than academic reasons (Kratovil and Bailey, 1986;Croll and Moses, 2000). The relationship of ethnicity to special educational needs is both complex and sensitive (Croll and Moses, 2000), but two studies have reported the necessity of considering socio-economic bias in the identi cation of ethnic minority children with special needs (Amira, Abramowitz and Gomes-Schwartz, 1977;Peagam, 1994).…”

Section: Introductionmentioning

confidence: 98%

Sources of bias in special needs provision in mainstream primary schools: evidence from two British cohort studies

Sacker¹,

Schoon²,

Bartley³

2001

European Journal of Special Needs Education

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This study examines inequality during late childhood in children's access to special needs help in mainstream primary schools using data from two British cohorts: the National Child Development Study (NCDS) and the 1970 British Cohort Study (BCS70). It explores the source of any biases in the provision of special help using measures of individual gender, attainment and psychosocial adjustment; family social class; school composition; and education regions. Pervasive gender bias was found both in the identi cation of children with special needs and in the provision of help to children with special needs. There were more children from manual homes receiving help in school than children from professional homes, but when reading, mathematics and psychosocial adjustment scores were taken into account, the gradient reversed, so that children from professional homes were more likely to be getting help. The in uence of the school's composition showed the same reversal. Once test scores were considered, schools with a greater proportion of above average children were more likely to be able to provide help for those with special needs than schools with a greater proportion of children with problems. Regional variation suggests that areas in southeast England are better funded than average, while areas of deprivation are not provided with suf cient resources to meet their children's needs.

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Sex equity and disabled students

Cited by 11 publications

References 7 publications

Demographic Factors Associated With the Early Identification of Children With Special Needs

Demographic Factors Associated With the Early Identification of Children With Special Needs

The Role of Public Policy in the Education of Girls and Women

Sources of bias in special needs provision in mainstream primary schools: evidence from two British cohort studies

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