School Outcomes of Students With and at Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the United States

• In Event: Special and Inclusive Education Research SIG: Spotlight on Special and Inclusive Education 2

Abstract

Poverty as a cultural factor affects students’ school outcomes. The purpose of this literature review aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review. Results indicated that most studies designed for students in poverty focused on their language skills with various interventions. Most group design studies met the quality indicators with a low standard while all single case studies met the quality indicators by higher than 80%. The analysis of cultural responsiveness shows that most studies provided limited information reflecting culturally responsive research. Discussion and implication for practice and research are provided.

Authors

• Min-Chi Yan, Northeastern State University - Broken Arrow

• Jing Wang, University of Illinois at Chicago

• Sunyoung Kim, University of Illinois at Chicago