Characteristics of Students With High-Incidence Disabilities Broadly Defined
Bibliographic Data
| ID | 12364779 |
|---|---|
| Authors | Nicholas A Gage (0000-0002-1800-1760, University of Missouri, corresponding author), Kristin Lierheimer (University of Missouri), Kristin S Lierheimer (University of Missouri), Lisa Goran (0000-0002-3524-8343, University of Missouri), Lisa G Goran (University of Missouri) |
| Year | 2012 |
| Volume | 23 |
| Issue | 3 |
| Pages | 168-178 |
| Publication date | 2012-11-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207311425385 |
| OpenAlex | W2020350115 |
| Language | EN |
| Citations received | 11 |
| References cited | 26 |
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now being identified at higher rates and occupy an aggregate “other” category within high-incidence disabilities. Yet, little research has examined similarities between students identified in the traditional high-incidence group (emotional disorder, LD, MID) and students in the growing “other” category. This study was designed to examine similarities and differences between students with high-incidence disabilities broadly defined. Using an extant database, cognitive ability, academic performance, and behavioral performances were examined across disability categories. Findings indicate that, other than for students with E/BD on behavior, very few differences were evident. Policy implications are forwarded to facilitate discussion of inclusion and intervention practices for high-incidence disabilities broadly defined
Autism · Autism spectrum disorder · Cognition · Cognitive disabilities · Developmental psychology · Extant taxon · Incidence (geometry · Inclusion (mineral · Intellectual disability · Intervention (counseling · Learning disability · Psychiatry · Special education · Attention Deficit Hyperactivity Disorder · Autism Spectrum Disorder Research · Clinical Psychology · Disability Education and Employment · Family and Disability Support Research · Psychology · Social Psychology
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| Unique citing works | 11 |
|---|---|
| Citations per year | 1 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |