Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?

Morgan, Paul L.; Woods, Adrienne D.; Wang, Yangyang; Farkas, George; Hillemeier, Marianne M.; Mitchell, Cynthia

doi:10.1177/00222194221094019

Cited by 4 publications

(1 citation statement)

References 61 publications

(142 reference statements)

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“…Some work finds that racial and ethnic minority students in SPED tend to be placed in more restrictive settings compared with their non-minority peers ( National Center for Learning Disabilities, 2020 ), which can further compromise their academic outcomes. However, a recent study by Morgan and colleagues (2022) finds that, when similarly situated students are compared based on adjusted analyses, racial and ethnic minority students are equally likely as their White peers to be removed from general education classrooms. More research by language status is needed.…”

Section: Discussionmentioning

confidence: 99%

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Mancilla-Martinez

Luk

et al. 2023

J Learn Disabil

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Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.

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Section: Discussionmentioning

confidence: 99%

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Mancilla-Martinez

Luk

et al. 2023

J Learn Disabil

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Using a Social Model to Guide Individualized Education Program Development and Change Educational Paradigms to Be Critically Inclusive

Murza,

Buckley

2024

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Purpose: The Individuals with Disabilities Education Act explicitly acknowledges disability as a natural part of the human experience. However, special education services, including speech-language services, often focus on remediating the characteristics of the individual with the disability rather than addressing the disabling conditions of the school environment or leveraging the supports and resources available or potentially available to the student. The purpose of this article is to provide a social model of disability framework to guide Individualized Education Program (IEP) development and change educational paradigms around language and communication. Method: A discussion of a new theoretical framework, critical inclusion, is situated within the speech-language pathologist's role in the IEP process. An argument for adopting an integrative approach to service delivery through the social model of disability is provided. The Social Communication and Engagement Triad framework is then used to illustrate a social model of disability approach to assessment, IEP goal development, and service delivery case examples. Conclusions: Speech-language pathologists and all educators have a responsibility for creating a space where all learners belong and diversity in all aspects is celebrated. Embracing a social model of disability approach to the IEP process can support practitioners in their work toward creating a more equitable and inclusive education system.

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Beyond a seat at the table: imagining educational equity through critical inclusion

2023

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Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?

Cited by 4 publications

References 61 publications

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Using a Social Model to Guide Individualized Education Program Development and Change Educational Paradigms to Be Critically Inclusive

Beyond a seat at the table: imagining educational equity through critical inclusion

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