Minority Representation in Special Education: 5-Year Trends

Zhang, Dalun; Katsiyannis, Antonis; Song, Eun-Ha; Roberts, Eric L.

doi:10.1007/s10826-012-9698-6

Cited by 114 publications

(87 citation statements)

References 25 publications

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“…I then consider whether such effects vary by the race and gender of the child. Lastly, I test the extent to which school readiness mediates the relationship between paternal incarceration and special education placement, a particularly important early schooling decision that not only has been linked to later achievement and attainment trajectories (Morgan et al 2010; Shifrer et al 2013), but also reflects disproportionalities by race and gender (Hibel et al 2010; Zhang et al 2014). …”

Section: Introductionmentioning

confidence: 99%

Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

Haskins¹

2014

SocScience

147

125

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Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.

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Section: Introductionmentioning

confidence: 99%

Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

Haskins¹

2014

SocScience

147

125

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“…ELs and marginalized students who are underrepresented within the STEM fields are traditionally overrepresented within school populations considered at risk of school failure (Zhang, Katsiyannis, Ju, & Roberts, 2014), resulting in an achievement gap between these students and their peers. However, following Hilliard (2003), we argue that this gap is primarily an opportunity gap.…”

Section: Digital Literacies For Disciplinary Learningmentioning

confidence: 99%

Digital Engineering Design Team Journals: Providing Multimodal Opportunities for English Learners to Explain Design Choices

Shanahan¹,

Silvestri²,

McVee³

2017

J Adolescent & Adult Lit

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“…For years, the implementation of education for people with disabilities is still faced with various challenges. The effort to providing quality education service for people with disabilities is often even a controversial issue [1].…”

Section: Introductionmentioning

confidence: 99%

Needs Assessment of Indonesian Language Learning Competencies for Deaf Students

Wijayanti

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The implementation of special education for people with disabilities in Indonesia is still faced with various challenges, one of which is competence of literacy and communication for deaf. This study aims to conduct needs assessment of Indonesian language learning which can be used as criteria to produce Information and Communication Technology (ICT)-based innovative learning. This study was carried out in three special elementary schools in Special Region of Yogyakarta and took three samples of deaf students in each elementary school. The research approach is a descriptivequalitative approach comparing national curriculum for deaf students and actual competencies achieved by students. The result of this study is that deaf students at elementary school had not achieved majority competencies on curriculum. Major competencies which had not been achieved were writing ability, sentence composition, and understanding reading text information. The competencies can be used as a reference to develop technology-based interactive learning media.

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Minority Representation in Special Education: 5-Year Trends

Cited by 114 publications

References 25 publications

Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

Digital Engineering Design Team Journals: Providing Multimodal Opportunities for English Learners to Explain Design Choices

Needs Assessment of Indonesian Language Learning Competencies for Deaf Students

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