文档介绍：INDIVIDUAL, FAMILY, AND SCHOOL FACTORS ASSOCIATED WITH THE IDENTIFICATION OF FEMALE AND MALE STUDENTS FOR SPECIAL EDUCATION
Donald P. Oswald
Al M. Best
monwealth University
and
Martha J. Coutinho,
East Tennessee State University
The purpose of this study was to investigate factors related to placement in special education for males and females. The conceptual approach included individual, family, and school characteristics believed to influence educational performance and es with emphasis was given to variables for with evidence of differential effects for males and females. Using the nationally representative, longitudinal NELS-88 data set, a logistic regression model examined the extent to which individual, family, and school characteristics were differentially associated (for male and female students) with identification for special education. The model identified a variety of characteristics associated with identification for special education, but only one individual characteristic, self-concept, for which the effect was different for male and female students. mendations for secondary education and transition practices and research were offered related to self-concept with respect to differences across gender, racial/ethnic, and disability status.
Placement in special education holds lifelong significance for a child. For children with disabilities not making satisfactory educational progress, IDEA (. 105-17, as amended) provides for nondiscriminatory eligibility procedures and the opportunity for an individualized education. However, many now argue that special education identification for too many leads to a second-class education, and for other students, identification itself is unwarranted (Donovan & Cross, 2002). Related concerns about discrimination and bias continue to impact public opinion adversely about a service intended to assure a high quality education for individuals with disabilities (President’mission on Excellence in Special Educa