Minorities Are Disproportionately Underrepresented in Special Education
Longitudinal Evidence Across Five Disability Conditions
Bibliographic Data
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments
Developmental psychology · Ethnic group · Inclusion (mineral · Longitudinal study · Mathematics education · Sociology · Special education · White (mutation · Disability Education and Employment · Education Discipline and Inequality · Family and Disability Support Research · Medicine · Psychology · Social Psychology
The social identity approach to disability
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An examination of the bidirectional relationship between federal civil rights guidance and research
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Effects of Life Kinetik–based exercise training on cognitive and motor performance in individuals with intellectual disabilities
Black Students in Special Education
In between the fields of research of special educational needs and multilingual education – Swedish heritage language teachers’ perspectives on special educational needs in multilingual students
Referral process and unjustified disproportional representation of migrant children in special education provisions
Addressing social disparities in special education placement in three welfare states
Socioeconomic gaps in the allocation of curriculum modifications in inclusive mainstream classrooms
How and Why Context Matters in the Study of Racial Disproportionality in Special Education
Exploring Family Adjustment Among Parents of a Child With a Disability Attending Relationship Education
Race Placed
Associations between preschool-age care arrangement and low-income children’s IEP receipt during elementary school
Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School
Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
The reading profiles of late elementary English learners with and without risk for dyslexia
School Segregation and Racial Gaps in Special Education Identification
Understanding Disability
Disability status, victimization, and substance use among justice-involved youth
Civil Rights Violations in Special Education
Disproportionate Representation of Multilingual Learners With Intellectual and Developmental Disabilities
A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
Culturally and Linguistically Responsive MTSS
The Effects of PLUSS
Disparities in general education inclusion for students of color with disabilities
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Special Education Representation Trends Vary by Language Status
Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention
Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools
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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
Characteristics of Students Identified With Dyslexia Within the Context of State Legislation
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms
Leading Inclusive Schools
Finding our Role
Educational inequality as a consequence and cause of race
Teachers’ screening accuracy and language achievement for Roma students at risk for developmental disabilities
Revisiting the definition of dyslexia
Emergent bilingual children during the silent period
Grandparenting Children with Disabilities
Culturalization” of the referral process in policy discourses
The school-to-prison pipeline for probation youth with special education needs
Beyond Good Intentions in Special Education Policy
Understanding the Empty Backpack
Theories of justice underpinning equity in education for refugee and asylum-seeking youth in the U.S
Incorporating disability within intersectional analysis
Representation of Culturally and Linguistically Diverse Students Among Students With Learning Disabilities
When Ebony and Malik share stories in school
Evidence of the Disproportionate Representation of Foreign Populations in Special Education in Spain
Identifying Bilingual Children at Risk for Language Impairment
Integrating Identification and Instructional Practices to Serve at‐risk English Learners
IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners
The graded effects of bilingualism and language ability on children’s cross-situational word learning
The Relation between the Individuals with Disabilities Education Act and Special Education Research
Promoting Educators’ Use of Culturally Responsive Practices
Navigating Accent Variation
Visibility for Indigenous Students and Their Languages
Racial and Ethnic Bias in Scholastic Achievement Awards
The education of emergent bilinguals with disabilities
The phonological loop and dual language learning
Factors associated with proportionality of representation of children of color in early childhood special education in Illinois
The immovable veil of black disability
A critical realist model of inclusive education for children with special educational needs and/or disabilities
Narratives of funding related to inclusive education
Culture, context, and disability
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Divergent Discourse in Disproportionality Research
On Cultural Politics in Special Education
Cognitive barriers to leading for racial equity as a White education leader
Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families
Teaching spanish‐speaking caregivers to implement EMT en Español
Kindergarten redshirting
The Effects of Special Education on the Academic Performance of Students with Learning Disabilities
Do dyslexia laws help students with visual impairments receive needed reading supports? A mixed-methods approach
Exploring the feasibility of validating early developmental screening tools for American Indian and Alaska Native children
Community perspectives on developmental screening of American Indian and Alaska Native children
Disproportionate identification of special needs for ethnic and language minority students in England–patterns and explanations
Fourteenth Annual Brown Lecture in Education Research
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Racial and Ethnic Disparities in School-Based Disability Identification
Risks and Consequences of Oversimplifying Educational Inequities
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Categorical Inequality in Black and White
The Aftermath of Disproportionality Citations
From Interest to Entry
Teacher-Student Race Match and Identification for Discretionary Educational Services
Standing Out and Sorting In
Social Position Variables of Specific Learning Disabilities
Applied Longitudinal Data Analysis
Achieving Equity in Special Education
Social Skills Rating System
Special Education's Changing Identity
Racial and Ethnic Disparities in the Health and Health Care of Children
A Propensity Score Matching Analysis of the Effects of Special Education Services
Disproportionality in Special Education Identification and Placement of English Language Learners
Mathematics Instruction for Students With Learning Disabilities
Language-Minority Learners in Special Education
Developmental Commentary
Disproportionality in Special Education
Other People's Children
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Disproportionality and Learning Disabilities
The Great Smoky Mountains Study of Youth
An Integrative Model for the Study of Developmental Competencies in Minority Children
Other people's children
Causal Analysis with Panel Data
Inferring Program Effects for Special Populations
Delayed Special Education Placement for Learning Disabilities Among Children of Immigrants
Latina Mothers’ Perceptions of Healthcare Professional Weight Assessments of Preschool-Aged Children
Federal Policy on Disproportionality in Special Education
The Intersection of Race, Culture, Language, and Disability
Disability Justifies Exclusion of Minority Students
Disproportionate Representation of African American Students in Special Education
Race, Class, and Disproportionality
Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education
Student Eligibility for a Free Lunch as an SES Measure in Education Research
Who Is Placed into Special Education
| Unique citing works | 113 |
|---|---|
| Citations per year | 11,3 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 112 |