Racial Disproportionality and Disparities in Inclusion of Students With Disabilities

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Equity, Race, and Cultural Competence

Abstract

This study examines the correlation of race, ethnicity, disability, and language proficiency with inclusion time of
students with disabilities in general education settings. The Special Education Elementary Longitudinal Study (SEELS)
was used. One-way ANOVA and multiple regression analysis were used to investigate the correlation of these factors.
Results indicated that minority group students were less likely to be included in general education classrooms than
White students (p=.000). In addition, when students were the more fluent in English, the total hours per students
spend in general education classroom increased (p=.000).

Authors

• Yeji Kim, University of Texas at Austin

• North Cooc, The University of Texas at Austin