Impact of Cultural and Socioeconomic Differences on Disability Labeling

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-9 - Context Matters: Identification and Instruction in Special Education

Abstract

This study investigates whether there is bias in receiving specific disability labels depending on household income, race/ethnicity, and parental education. We used data from a nationally representative sample, the Special Education Elementary Longitudinal Study (SEELS). Higher family income was associated with lower likelihood of receiving a LD, SI ID and ED label and higher likelihood of receiving an ASD label. Same pattern was associated with higher levels of parental education In addition, African Americans students were more likely to be labeled LD and ED, Hispanic students more likely with LD and less likely with ID, and Asians/Pacific Islanders and Multiracial/Others were more likely to receive a SI label compared to Whites. Language spoken at home was a significant moderator.

Author

• Irina Cain, Brandeis University