The Influence of Sociodemographics and Gender on the Disproportionate Identification of Minority Students as Having Learning Disabilities

By M. Coutinho, Donald P. Oswald, A. Best. 2002

173 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health, Safety Research

View Paper: https://www.semanticscholar.org/paper/bed72047a7235f6306e6f6decd56812777cf4c62

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Citations in the corpus

Trends in the Special Education Identification Rates of Boys and Girls: A Call for Research and Change (2003, background): “How educators define LD may also influence gender ratios and the absolute rate at which children are identified as LD (Colarusso, Keel, & Dangel, 2001; Coutinho et al., 2002).”
The Miner’s Canary (2010, methodology): “For instance, Coutinho, Oswald, and Best (2002) conducted regression analyses using OCR and NCES data and concluded that increased percentages of students living in poverty were associated with increased identification of African American and Latino learners and with a lower identification risk for…”
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, background): “…discipline patterns, mean academic performance, dropout rates, and proportions of students receiving free and reduced-price lunch (e.g., see Coutinho et al., 2002; Eitle, 2002; Hosp & Reschly, 2004; Serwatka, Deering, & Grant, 1995; Skiba, PoloniStaudinger, Simmons, Feggins-Azziz, & Chung,…”
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (2017, background): “The investigators repeatedly referred to “the problem of disproportionality in special education identification” (Coutinho et al., 2002a, p. 55) despite their data, with or without regression adjustment, providing little evidence of Black–White disproportionality.”
Unproven Links (2005, background): “Some investigations have found that poverty indeed creates higher rates of minority placement in the disability categories of learning disabilities (LD; Coutinho, Oswald, & Best, 2002 ), mental retardation (MR; Finn, 1982), and emotional disturbance (ED; Oswald et al., 2002).”
Theorizing Racial Inequity in Special Education (2011, methodology): “…disproportionality was reduced in high poverty settings, and was actually higher in low poverty settings for African Americans identified as ED, MR (Coutinho et al., 2002; Oswald, Coutinho, Best, & Singh, 1999; Oswald et al., 2001; Oswald et al., 2002), SLD, and SLI (Skiba, Poloni-Staudinger,…”
An Integrative Synthesis of Literature on Disproportionality in Special Education (2018, background): “Additional studies that controlled for SES in a similar way found that as a community or state became more affluent, students from racially and ethnically diverse backgrounds became more disproportionately labeled as having a disability (Coutinho et al., 2002; Zhang & Katsiyannis, 2002; Zhang et al.”