作者: Susan L. Hepburn
DOI: 10.1016/BS.IRRDD.2019.08.002
关键词: Race (biology) 、 Identification (information) 、 Socioeconomic status 、 Federal law 、 Psychology 、 Developmental psychology 、 Special education 、 Sociocultural evolution 、 Autism spectrum disorder 、 Ethnic 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.