Understanding Differences in School District's Identification Rates for Children Receiving Special Education with an Emotional Disturbance: A Case Study in Vermont

Autor/in	Horton, Maria-Elena Graffeo
Titel	Understanding Differences in School District's Identification Rates for Children Receiving Special Education with an Emotional Disturbance: A Case Study in Vermont
Quelle	(2022), (87 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Vermont and State Agricultural College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2825-4
Schlagwörter	Hochschulschrift; Dissertation; Identification; Special Education; Emotional Disturbances; Clinical Diagnosis; Mental Disorders; Mental Health; Trauma; Unions; Supervision; Correlation; Classification; Health Insurance; Food; Hunger; English Language Learners; School Districts; Case Studies; Vermont + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Identifikation; Identifizierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Mental illness; Geisteskrankheit; Psychohygiene; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Krankenversicherung; Lebensmittel; School district; Schulbezirk; Case study; Fallstudie; Case Study
Abstract	Nationally, there is a mounting interest in better understanding students identified as having an emotional disturbance. Since 2005, clinical diagnosis and treatment of mental health issues in children has trended upward. Nationally, over that same timeframe, the number of students who qualify for special education due to an emotional disturbance (ED) has stayed relatively level while the percentage has been increasing in Vermont. Despite a greater awareness about how various circumstances and events, such as adverse childhood experiences (ACEs) affect children's mental health, emotional disturbance is still not well understood. The purpose of this study is to examine factors affecting the variability among Vermont supervisory unions of the number of students identified as having an emotional disturbance and highlight the possibility of non-population-based factors associated with identification and classification of students. Results indicate a relationship between community factors such as food insecurity, self-reported mental and physical distress, and lack of medical insurance and the percent of students identified as having an emotional disturbance. Results also suggest a relationship between student factors such as percent of students who are English Language Learners and the percent of students identified as having an emotional disturbance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01