TY - JOUR
T1 - Cross-cohort evidence of disparities in service receipt for speech or language impairments
AU - Morgan, Paul L.
AU - Farkas, George
AU - Hillemeier, Marianne M.
AU - Li, Hui
AU - Pun, Wik Hung
AU - Cook, Michael
N1 - Funding Information:
Funding for this study was provided by the National Center for Special Education Research, Institute of Education Science, U.S. Department of Education (R324A120046) and the Spencer Foundation. Infrastructure support was provided by Penn State?s Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health (P2CHD041025). These funders had no direct involvement in the study.
Funding Information:
Funding for this study was provided by the National Center for Special Education Research, Institute of Education Science, U.S. Department of Education (R324A120046) and the Spencer Foundation. Infrastructure support was provided by Penn State’s Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health (P2CHD041025). These funders had no direct involvement in the study.
Publisher Copyright:
© The Author(s) 2017.
PY - 2017/8/1
Y1 - 2017/8/1
N2 - We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten-when the delivery of these services might be expected to be most effective-have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts (N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds.
AB - We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten-when the delivery of these services might be expected to be most effective-have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts (N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds.
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U2 - 10.1177/0014402917718341
DO - 10.1177/0014402917718341
M3 - Article
AN - SCOPUS:85042224074
SN - 0014-4029
VL - 84
SP - 27
EP - 41
JO - Exceptional Children
JF - Exceptional Children
IS - 1
ER -