Special Education Populations Research Articles

Gender disproportionality in special education: An analysis of odd ratios and trends

AbstractIn Turkey, the special education population has steadily increased since 2006. By generating a 16‐year period of data obtained from the National Education Statistics (NES) published annually by the Presidency of Strategy Development of the Ministry of National Education, we synthesize the gender odds ratios and trends by special education categories and/or educational settings. We used odds ratios and the Mann‐Kendall test for data analysis. Gender disproportionality exists in favour of males with special needs in the majority of educational settings. In addition, we found uptrends, downtrends, and no trends for gender odds ratios. Gender disproportionality is discussed, along with implications for research and practice.

Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment

AbstractThis study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD‐SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD‐SF and the Social‐emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within‐person variability from between‐person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social‐emotional constructs from the PYD‐SF and an assessment of social‐emotional assets and resilience were examined. A two‐level confirmatory factor analysis using seven PYD factors and the Social‐Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social‐emotional constructs from the PYD‐SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social‐emotional constructs of the PYD‐SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.

The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources

ABSTRACT Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the national level, racially and ethnically minoritized and economically disadvantaged students receive between $30 and $800 less in K-12 expenditures per pupil than white and economically advantaged students. At the state and district levels, per-pupil expenditures generally favor racially and ethnically minoritized and economically disadvantaged students compared to white and economically advantaged students. Looking at nonpecuniary resources, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts in the average district, but these students also have greater exposure to inexperienced teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or expenditures on auxiliary staff, but black and Hispanic spending advantage is correlated with the relative size of the black and Hispanic special education population.

Educators' experiences in special education institutions during the COVID-19 outbreak.

The COVID‐19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID‐19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID‐19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID‐19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources

Levels of governance (the nation, states, and districts), student subgroups (racial and ethnic mi-noritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recently available data, we describe inequality in multiple dimensions. At the national level, racial and ethnic minoritized and economically disadvantaged students receive less K-12 expenditures per pupil than White and economically advantaged students (between $400 to $1,200 less per pupil). At the state and district levels, racial and ethnic minoritized and economically disadvantaged students receive more K-12 expenditures per pupil than white and economically advantaged students (between $200 to $400 more). The notable exception is Hispanic students, who receive no additional funding per pupil than white students, on average, at the state level. Among districts, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts, but these students also have greater exposure to inexperienced teachers. About 20 percent of additional teacher hires favoring traditionally disadvantaged student subgroups is for novice teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or the size of the special education population.

The Dearth of Published Intervention Studies About English Learners with Learning Disabilities or Emotional and Behavioral Disorders in Special Education

In 1987, James Ysseldyke made an open call in Exceptional Children , asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of English learners with disabilities (ELWD; McFarland et al., 2018). Disconcertingly, the results of the 2017 NAEP reading assessments indicate that ELWD scored below any other student category. In order to better serve ELWD, it is imperative that the field of special education evaluate prior published research with a focus upon what has been found to work for the ELWD population. This systematic literature review analyzed published research (2002-2018) from prominent special education journals, specifically for ELWD with learning disabilities or emotional and behavioral disorders. Results describe the 12 studies that met review criteria. Implications for improving interventions for ELWD are presented. Subscribe to LDMJ

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis.

Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910-2010), comprising 149 studies and 509 effect size estimates. Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood-upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

Prevalence of fetal alcohol spectrum disorder among special subpopulations: a systematic review and meta-analysis.

AimTo collate prevalence estimates of fetal alcohol spectrum disorder (FASD) among special subpopulations (defined by service use).DesignSystematic literature review and meta‐analysis of original, quantitative studies published between 1 November 1973 and 1 December 2018. The PRISMAGATHER were adhered to. The review protocol [includes FASD prevalence in (a) general and (b) special populations] is available on PROSPERO (registration number: CRD42016033837). Prevalence estimates were collated for all included studies with country‐, disorder‐ [FASD and fetal alcohol syndrome (FAS)] and population‐specific random‐effects meta‐analyses conducted.Setting and ParticipantsA number of service‐defined subpopulations globally (see Findings).MeasurementsThe main outcome was the prevalence of FASD among special subpopulations. The critical appraisal of each study was conducted using the Joanna Briggs Institute tool.FindingsWe identified 69 studies, comprising 6177 individuals diagnosed with FASD from 17 countries: Australia (n = 5), Brazil (n = 2), Canada (n = 15), Chile (n = 4), eastern Europe (Moldova, Romania and Ukraine; n = 1), Germany (n = 1), Israel (n = 1), Lithuania (n = 1), the Netherlands (n = 1), Poland (n = 1), Russia (n = 9), South Korea (n = 1), Spain (n = 1), Sweden (n = 1) and United States (n = 25). FAS and FASD prevalence rates were collated for the following five subpopulations: children in care, correctional, special education, specialized clinical and Aboriginal populations. The estimated prevalence of FASD in these special subpopulations was 10–40 times higher compared with the 7.7 per 1000 (95% confidence interval = 4.9–11.7) global FASD prevalence in the general population.ConclusionsGlobal subpopulations of children in care, correctional, special education, specialized clinical and Aboriginal populations have a significantly higher prevalence of fetal alcohol spectrum disorder compared with the general population, which poses a substantial global health problem.

International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges

Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD’s PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs.

Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR’s lack of validity and reliability, and imprecision of ROI estimates, especially after brief duration of monitoring (6-10 weeks). This study illustrates and examines the use of Bayesian methods to estimate ROI. Conditions included four progress monitoring durations (6, 8, 10, and 30 weeks), two schedules of data collection (weekly, biweekly), and two ROI growth distributions that broadly corresponded with ROIs for general and special education populations. A Bayesian approach with alternate prior distributions for the ROIs is presented and explored. Results demonstrate that Bayesian estimates of ROI were more precise than OLSR with comparable reliabilities, and Bayesian estimates were consistently within the plausible range of ROIs in contrast to OLSR, which often provided unrealistic estimates. Results also showcase the influence the priors had estimated ROIs and the potential dangers of prior distribution misspecification.

Traumatic Brain Injuries and Special Education Services in the Schools

ABSTRACTThe purpose of this study is to replicate a study conducted by Hux, Marquardt, Skinner, and Bond (1999) in which the researchers explored the frequency of traumatic brain injuries (TBI) in the special education population as compared to the frequency of TBI among students in general education. Hux and colleagues (1999) found that roughly one-quarter of their sample received evaluations for special education services at some point, and that almost half their sample had sustained at least one TBI. Similarly, the current study explored the frequency of TBI in both general education and special education groups in a kindergarten through twelfth grade school. Results indicated that the sample in the current study reported a lower incidence rate of TBI than the general population as well as that in the 1999 study by Hux and colleagues. Additionally, only one student in the current sample (5% of TBI group) reported a history of TBI along with receiving special education services. Discrepancies between the current study and the Hux and colleagues (1999) study are explored, and possible reasons for the discrepancies are discussed.

Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice

High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of No Child Left Behind (NCLB) in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and themselves. These test-based pressures have altered educational practices in significant ways for all students, but especially for students with disabilities. The goal of this article is to briefly describe the educational climate for students with disabilities, focusing on emergent federal policies that have had the contradictory effect of expanding and narrowing learning opportunities for students. This article provides the backdrop for the volume by introducing the reader to the general characteristics of our special education population, discussing the past and current federal policies guiding their education, and offering implications for policy and practice.

The influence of high-stakes testing on teacher self-efficacy and job-related stress

In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy.

Higher Standards and Lower Achievement? An Evaluation of Pennsylvania’s Keystone Exams

As the requirement that students pass three Keystone Exams to graduate from high school was set to take effect, a new round of criticisms arose over the adoption of this assessment system. While the Keystone Exams better align with the new Pennsylvania Core Standards as compared to their predecessor, the Pennsylvania System of Student Achievement, low passage rates especially among low-income and minority students have been cited as a reason to delay implementation of the graduation requirement. This work uses OLS regression analysis to explain which factors are most predictive of school-level performance on the Algebra I, Biology, and Literature Keystone Exams. It finds that race, socioeconomic status, and a school’s English Language Learner and special education populations drive performance on the exams. The work concludes by discussing possible policy interventions for the Keystone Exam program going forward.

Peer Victimization and Social-Emotional Functioning

The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data come from a multilevel, longitudinal dataset including 7,314 students (kindergarten through Grade 2) across 37 elementary schools. Multilevel analyses indicated that on average, students in special education had worse trajectories, including higher concentration problem scores and lower emotion regulation skills over time than students in general education. Children who were victimized and in special education displayed significantly more concentration problems and worse emotion regulation skills at baseline as compared with other students. The findings highlight the risks associated with prolonged victimization among children in special education. Implications for prevention programming targeting social-emotional functioning and special education populations are discussed.

The Incidence of Potentially Gifted Students Within a Special Education Population

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.

What's Our Position? A Critical Media Literacy Study of Popular Culture Websites With Eighth-Grade Special Education Students

This article reports on an action research project with 9 eighth-grade special education students in a self-contained classroom in an urban public school. The 1st author, in collaboration with the classroom teacher (3rd author), taught the students a critical media literacy framework to explore popular culture websites. Students learned to analyze these sites for issues of authorship; design; intended audience; ideology; and political, social, and profit motive agendas. Based in theories from new literacies, multiliteracies, multimodal literacy, and critical media literacy, the article addresses the following questions: What understandings as critical readers of popular culture websites did the students exhibit? How did these understandings contribute to their development as 21st-century literate people? Through the use of screen capture software and think-aloud protocol, we were able to recreate each student's reading process. Students then created alternative media productions using Glogster. We analyzed each student's glog using the grammar of visual design. Analysis revealed students' critical media literacy understandings. We present 3 themes in the findings: inferential thinking, a dialectic across multiple literacies, and multimodal expression. We present 2 telling cases to articulate our analysis and the dimensions of each theme. The article concludes with implications for future research, policy, and pedagogy, particularly in critical media literacy with special education populations.

Translating Research Into a Seamless Transition Model

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified as being highly associated with positive postschool employment outcomes. These components are reflected in the Guideposts for Success, produced by the National Collaborative on Workforce and Disability/Youth (NCWD/Y), which represents professional consensus and extant research about what constitutes optimal transition service. The authors present a descriptive report on the implementation of a model for systematically delivering seamless transition services based on components of the NCWD/Y Guideposts. They report on how this model has been applied in 11 of the 24 county-wide school districts in Maryland for diverse special education populations, and provide preliminary data on its early impact on the students’ transition to careers.

CCBD'S Position Summary on Federal Policy on Disproportionality in Special Education

This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding disproportionality in special education and the need for federal policy driving state regulations to support efforts to eliminate this outcome in schools. CCBD is committed to advancing knowledge, effective instruction, and advocacy for students with emotional and behavioral disabilities, a special education population particularly vulnerable to disproportionate practices. Monitoring requirements in the 1997 and 2004 amendments to the Individuals with Disabilities Education Act (IDEA) acknowledged the extent of racial and ethnic disproportionality in special education, especially when Congress designated this concern among the top three priority areas for monitoring and enforcement in IDEA 2004. However, federal interpretations of the 2004 requirements by the US Department of Education have created confusion at the State (SEA) and Local Education Agency (LEA) levels. While quantitative indices of racial and ethnic disparities remain high, an increasing number of states are finding no LEAs with disproportionality when it must be shown that disproportionality was caused by inappropriate identification. Such data suggest that federal interpretations of IDEA 2004, subsequent regulatory guidelines, and the design of indicators for monitoring and enforcement have not been effective in addressing disproportionate representation in special education. This policy paper includes (a) a review of information on the extent, status, and causes of special education disproportionality; (b) a review of the history and issues involved in the enforcement of IDEA'S disciplinary provisions; and (c) recommendations for improving federal policy regarding disproportionality in special education.