Ethnic Differences in Autism Eligibility in the United States Public Schools

Autor/inn/en	Morrier, Michael J.; Hess, Kristen L.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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