Educational identification of students with serious emotional disability and/or autism spectrum disorder: how current practices perpetuate disproportionality

作者: Susan L. Hepburn

DOI: 10.1016/BS.IRRDD.2019.08.002

关键词: Race (biology)Identification (information)Socioeconomic statusFederal lawPsychologyDevelopmental psychologySpecial educationSociocultural evolutionAutism spectrum disorderEthnic group

摘要: Abstract Special educational eligibility evaluations are focused on identifying students who have a disability that adversely impacts their access to general education. Sociocultural factors (such as race/ethnicity, socioeconomic status, parent education) confer disproportionality in special education and within specific categories. Although these challenges likely impact across all categories specified by federal law, this review focuses two classifications differentially impacted sociocultural influences: Autism Spectrum Disorder (ASD) Serious Emotional Disability (SED). Understanding influences may help guide efforts remediate disparities service provision.

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