The Education of Abused and Neglected Children: Placement into and the Effects of Special Education

• In Event: Excellence in Education Research: Early-Career Scholars and Their Work

Abstract

In 2012, over 6.3 million children in the US were involved in reported cases of maltreatment, which can include neglect, physical abuse, psychological trauma, and/or sexual abuse. Though approximately 25% of maltreated children are placed into special education for disabilities often linked to maltreatment, many others qualify for special education, but are not placed into special education. Unfortunately, there is a lack of explanations for why their special education needs go unfulfilled; further, evidence of the effects of special education on maltreated children’s outcomes is limited. Thus, in my quantitative investigation, I examine (1) factors determining whether maltreated children with disabilities are placed into special education; and (2) whether special education improves educational outcomes for maltreated children with disabilities. I analyze data from the National Survey of Child and Adolescent Well-Being II (NSCAW-II) using hierarchical linear modeling and the quasi-experimental method of propensity score matching. My research identifies salient factors that our public education and child welfare systems can potentially leverage to improve maltreated children’s prospects of receiving special education services. Moreover, my work contributes new knowledge critical in informing the debate over strategies to best meet the educational needs of maltreated students with disabilities.

Author

• Kevin A. Gee, University of California - Davis