Disproportionate representation in placements of preschoolers with disabilities in five southern states

Author(s): Morrier, Michael J.; Gallagher, Peggy Ahrenhold
Date Issued: May, 2011
Description: A comparison of racial representation in special education placements of preschool children with disabilities in five Southern states, and a comparison of the use of full inclusion, partial inclusion, or unknown inclusion type environments, based on data from 69,000 ethnically diverse preschoolers with disabilities
show entire record ↓
Journal Title: Topics in Early Childhood Special Education
Volume Number: 31
Issue Number: 1
Page Range: 48-57
Topics: Children & Child Development > Child Characteristics > Race/Ethnicity

Children & Child Development > Special Needs Children & Special Child Populations > Special Needs

Programs, Interventions & Curricula > Interventions/Curricula > Special Needs Children
Country: United States
States: ALABAMA, ARKANSAS, GEORGIA, NORTH CAROLINA, TENNESSEE
ISSN: 0271-1214 Paper
1538-4845 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Are minority children disproportionately represented in early intervention and early childhood special education? Reports & Papers
Racial disparities in preschool special education eligibility for five southern states Reports & Papers
The costs of inclusive and traditional special education preschool services Reports & Papers
Perceptions of parents of preschool children with and without disabilities regarding inclusion Reports & Papers
The costs of preschool inclusion Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate