Cooc North
Department of Special Education, The University of Texas at Austin, United States of America.
J Sch Psychol. 2022 Feb;90:43-59. doi: 10.1016/j.jsp.2021.10.002. Epub 2021 Nov 11.
Research on disproportionality in special education has largely overlooked how students of color with disabilities are less likely to spend time in general education classrooms than White peers with disabilities. Although disparities in general education inclusion for students of color with disabilities raise larger concerns about educational inequality within schools, when these gaps begin to emerge and what factors may explain them remain less understood due to methodological challenges. In leveraging individual-level administrative data from a large school district over a 10-year period, this longitudinal study found general education inclusion declines for all students as they age. However, Black students with disabilities experienced the least inclusion, whereas Asian American and Pacific Islander (AAPI) students with disabilities were included in the general education classroom more than Latinx and White peers with disabilities; this disparity was largely associated with academic test score differences and disability type.
关于特殊教育中比例失调的研究在很大程度上忽略了有色人种残疾学生与白人残疾同龄人相比，在普通教育课堂上花费时间较少的情况。虽然有色人种残疾学生在普通教育融合方面的差异引发了对学校内部教育不平等的更大担忧，但由于方法上的挑战，这些差距何时开始出现以及哪些因素可能解释这些差距仍不太为人所知。通过利用一个大学校区10年期间的个人层面行政数据，这项纵向研究发现，随着年龄增长，所有学生在普通教育中的融合程度都在下降。然而，残疾黑人学生的融合程度最低，而残疾亚裔美国人和太平洋岛民（AAPI）学生比残疾拉丁裔和白人同龄人更多地被纳入普通教育课堂；这种差异在很大程度上与学业考试成绩差异和残疾类型有关。
