2 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)27-41
Number of pages15
JournalExceptional Children
Volume84
Issue number1
DOIs
StatePublished - Aug 1 2017

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Language
language
Special Education
Odds Ratio
evidence
special education
ethnicity
Hispanic Americans
kindergarten
speaking
Logistic Models
logistics
regression

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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title = "Cross-cohort evidence of disparities in service receipt for speech or language impairments",
abstract = "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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Cross-cohort evidence of disparities in service receipt for speech or language impairments. / Morgan, Paul; Farkas, George; Hillemeier, Marianne Messersmith; Li, Hui; Pun, Wik Hung; Cook, Michael.

In: Exceptional Children, Vol. 84, No. 1, 01.08.2017, p. 27-41.

Research output: Contribution to journalArticle

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T1 - Cross-cohort evidence of disparities in service receipt for speech or language impairments

AU - Morgan, Paul

AU - Farkas, George

AU - Hillemeier, Marianne Messersmith

AU - Li, Hui

AU - Pun, Wik Hung

AU - Cook, Michael

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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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