Morgan Paul L, Farkas George, Hillemeier Marianne M, Maczuga Steve
Population Research Institute, The Pennsylvania State University, University Park, PA.
University of California, Irvine, CA.
Educ Res. 2012 Dec 1;41(9):339-351. doi: 10.3102/0013189x12459678.
We investigated whether and to what extent children who are racial/ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EC/ECSE). We did so by analyzing a large sample of 48-month-olds (=7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative dataset of children born in the U.S. in 2001. Multivariate logistic regression analyses indicate that boys (=1.66), children born at very low birthweight (=3.98) or with congenital anomalies (=2.17), and children engaging in externalizing problem behaviors (=1.10) are more likely to be represented in EI/ECSE. Children from low SES households (=.48), those displaying greater numeracy or receptive language knowledge (s=.96 and .76, respectively), and children being raised in households where a language other than English is primarily spoken (=.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (=.24) or Asian (=.32) are disproportionately under-represented in EI/ECSE in the U.S.
我们调查了少数族裔儿童在早期干预和/或幼儿特殊教育（EC/ECSE）中的占比是否过高以及过高的程度。我们通过分析参与“儿童早期纵向研究——出生队列”（ECLS - B）的48个月大儿童（n = 7950）的大样本进行了此项研究，ECLS - B是2001年在美国出生儿童的全国代表性数据集。多变量逻辑回归分析表明，男孩（OR = 1.66）、极低出生体重儿（OR = 3.98）或患有先天性异常的儿童（OR = 2.17）以及存在外化问题行为的儿童（OR = 1.10）更有可能接受EI/ECSE服务。来自低社会经济地位家庭的儿童（OR = 0.48）、表现出更高算术能力或接受性语言知识的儿童（分别为OR = 0.96和0.76）以及主要讲英语以外语言的家庭中抚养的儿童（OR = 0.39）接受EI/ECSE服务的可能性较小。对这些因素以及与认知和行为功能相关的大量其他因素进行统计控制后表明，在美国，48个月大的黑人儿童（OR = 0.24）或亚洲儿童（OR = 0.32）在EI/ECSE中的占比过低。
