No abstract

No abstract

No abstract

No abstract

This study examines risk factors associated with placement in special education in the first grade. The purpose is to help identify children in need of early intervention services. Methods: Records for children enrolled in first-grade special education on December 1, 1998 were linked to birth certificate records for 1990, 1991, and 1992. Child Service Coordination (CSC) records were also linked to identify the children who received CSC services and the associated risk conditions. Results: Children were more likely to receive special education services if they were low birth weight, low gestational age, had a low Apgar score or a congenital anomaly, or were part of a multiple birth. Familial factors that increased the odds of special education placement were low parental education, less than adequate prenatal care, maternal smoking during pregnancy, and parental/familial limitations such as difficulty in parent-infant bonding or limited social skills. Conclusions: By considering both environmental/familial and child-level factors, we can better ensure that at-risk children are identified and referred for early intervention services.