Literaturnachweis - Detailanzeige
Autor/inn/en | Morrier, Michael J.; Hess, Kristen L. |
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Titel | Ethnic Differences in Autism Eligibility in the United States Public Schools |
Quelle | In: Journal of Special Education, 46 (2012) 1, S.49-63 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466910372137 |
Schlagwörter | Eligibility; Autism; Disproportionate Representation; Disability Identification; Developmental Delays; Public Schools; Ethnicity; Racial Differences; Risk; Geographic Location; African Americans; Whites; Hispanic Americans; Asian Americans; American Indians; Pacific Islanders; Alaska Natives; Pervasive Developmental Disorders; Special Education; Federal Legislation; Educational Legislation; United States Eignung; Autismus; Entwicklungsverzögerung; Public school; Öffentliche Schule; Ethnizität; Rassenunterschied; Risiko; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Inuit; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Bildungsrecht; Schulgesetz |
Abstract | This study investigates ethnic differences for 295,945 children and youth with an autism eligibility reported to the U.S. Department of Education (USDOE) by 49 states plus the District of Columbia. Data analyses used relative difference, risk index, and risk ratio (RR). Results indicate that 80% of states report underrepresentation across ethnicities, with Hispanic children underrepresented in 95% of states. Use of developmental delay label was significantly related to disproportionate representation for school-age population (F = 3.291, p = 0.046). Region of country yielded significant differences in RR for children classified as Asian (F = 3.532, p = 0.014) and Caucasian (F = 5.219, p = 0.002), for Black (F = 4.355, p = 0.005) and Caucasian (F = 2.840, p = 0.038) preschoolers, and for Asian (F = 5.676, p = 0.001) and Caucasian (F = 4.906, p = 0.002) youth. Policy, training, and programming implications of the data are discussed. (Contains 5 tables.) (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |