Childhood Placement in Special Education and Adult Well-Being

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-8 - Special Education Research SIG: Assessment, Collaboration, and Educational Placement

Abstract

The following study investigates the relationship between childhood placement in special education and adult well-being outcomes (e.g., educational attainment, crime involvement, depression, and substance misuse) among 1,377 low-income children participating in the Chicago Longitudinal Study. Roughly 16% of the study sample received special education services in grades 1-8. After controlling for sociodemographic characteristics and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of completed education, as well as greater rates of incarceration, substance misuse, and depression. Academic achievement at 8th grade significantly mediated the association between childhood placement in special education and high school completion, years of completed education, and incarceration

Authors

• Ashley Ann Chesmore, University of Minnesota - Twin Cities

• Suh-Ruu Ou, University of Minnesota - Twin Cities

• Arthur J. Reynolds, University of Minnesota - Twin Cities