Special Education and Social Structure: The Commonality of "Exceptionality"

Gelb, Steven A.; Mizokawa, Donald T.

doi:10.2307/1163089

Cited by 13 publications

(19 citation statements)

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“…For example, by Norwegian municipalities (Vislie and Langfeldt, 1996), American states (Gelb and Mizokawa, 1986) and the Michigan school district (Bernard and Clarizio, 1981). Focusing on Britain, it appears that decisions about who gets help is more complex an issue than just geographic variations in resource allocation.…”

Section: Introductionmentioning

confidence: 99%

“…Some have reported socioeconomic factors to be inversely related to special needs referrals (Hendren and Routh, 1979;Gelb and Mizokawa, 1986) and others report no effect (Roberts, 1975;Bernard and Clarizio, 1981), while a third group suggest that children from low socio-economic status families are over-represented in special needs placements (Rubin, Krus and Balow, 1973;Matuszek and Oakland, 1979). Much of this research has been carried out in the USA and it is unknown whether the same processes operate in Britain.…”

Section: Introductionmentioning

confidence: 99%

“…Much of this research has been carried out in the USA and it is unknown whether the same processes operate in Britain. In addition, the work has mainly been carried out using small-sample case studies (Rubin et al, 1973;Roberts, 1975;Barona and Faykus, 1992), using experimental paradigms (Amira et al, 1977;Hendren and Routh, 1979;Matuszek and Oakland, 1979;Podell and Soodak, 1993) or, in one instance, an ecological study (Gelb and Mizokawa, 1986). No large-scale naturalistic studies have been carried out, to date, in a British setting.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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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“…Students labeled learning disabled were predominantly White, from middle and upper SES backgrounds (96.8% White, 3.2% Black), whereas students labeled as educable mentally retarded were more frequently Black (34.2% White, 65.2% Black). Gelb and Mizokawa (1986), in a national survey, reported that low-SES status was positively related to an educably mentally retarded diagnosis and negatively associated with a learning disability diagnosis.…”

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confidence: 99%

“…Hall (1970) estimated that Black children were placed into special education 15 times more often than White children and were greatly overrepresented in the educable mentally retarded category (Dunn, 1973;Gelb & Mizokawa, 1986). Spanish-surnamed students were also found to be overrepresented in educable mentally retarded classes (Dunn, 1973), and overrepresented by 300% in learning-disabled classes (Ortiz & Yates, 1983).…”

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confidence: 99%

Differential effects of sociocultural variables on special education eligibility categories

Barona¹,

Faykus²

1992

Psychol. Schs.

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The influence of sociocultural factors (ethnicity, socioeconomic status, father absence, and family size) on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze the data on 300 students referred for evaluation and found to be either not eligible for services or eligible for services as mentally retarded or learning disabled. Results indicated that only socioeconomic status and ethnicity made a significant contribution to the prediction of all three groups. Individually, father absence and family size did not contribute to the prediction of special education eligibility. Results of this study suggest that legislative mandates to control for sociocultural factors in the determination of special education eligibility have been only partially successful.In recent years, considerable attention has been directed to the disproportionate number of students from low socioeconomic status and ethnic minority backgrounds receiving special education services. Legislation regarding the overrepresentation of minorities in special education has resulted in controversies related to eligibility, identification, and placement of students from different sociocultural and socioeconomic environments (Dunn

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Migration and ethnic group disproportionality in special education: an exploratory study

Gabel

Curcic

Powell

et al. 2009

Disability & Society

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Issues of educational equity and opportunity cannot be understood without regard to special education, as a key response to disabilities, disadvantages, and difficulties. Likewise, globalization cannot be understood without regard to crossborder migration and minority group status in society. Illuminating the nexus of these, research into disproportionality in special education, defined as the over-or under-representation of particular ethnic groups in such programs, shows that this, too, has become a global phenomenon. Comparing Canada, Germany, New Zealand and the USA, this article explores international trends in migration and discusses the globalization of ethnic group disproportionality -as a primary indicator of inequity in education. We conclude by questioning the functions of special education in an era of globalization and identifying the challenges ahead that these findings indicate.

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Special Education and Social Structure: The Commonality of "Exceptionality"

Cited by 13 publications

References 0 publications

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

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

Differential effects of sociocultural variables on special education eligibility categories

Migration and ethnic group disproportionality in special education: an exploratory study

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