Chesmore Ashley A, Ou Suh-Ruu, Reynolds Arthur J
Family Social Science, University of Minnesota, #290 McNeal Hall, 1985 Buford Ave, St. Paul, MN 55108,
Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455,
J Spec Educ. 2016 Aug;50(2):109-120. doi: 10.1177/0022466915624413. Epub 2016 Jan 7.
The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in grades 1-8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort.
本研究调查了1377名参与芝加哥纵向研究的低收入少数族裔儿童中，童年接受特殊教育与成年幸福感之间的关系。样本中约16%的儿童在1至8年级接受了特殊教育服务。在考虑了社会人口因素和早期学业成绩后，接受特殊教育服务的儿童高中完成率较低，受教育年限较少，同时监禁率、药物滥用率和抑郁症发病率较高。八年级的学业成绩显著调节了童年接受特殊教育与成年幸福感之间的关联。该研究通过为城市内部少数族裔群体中从童年特殊教育安置到成年结果的路径提供支持，为相关文献做出了贡献。
