State Variation in Gender Disproportionality in Special Education

By M. Coutinho, Donald P. Oswald. 2005

138 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e3f6f7d445d88c57f09d44c62cb0c92fd596fa44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Amanda L. Sullivan
2. G. Lindsay
3. M. Thurlow

In Education

1. A. Bal
2. S. Strand
3. Stephen Lipscomb
4. Amanda L. Sullivan
5. G. Lindsay
6. Janelle E. Rodl
7. Rebecca A. Cruz
8. P. Tammes

In Safety Research

1. A. Bal
2. S. Strand
3. Stephen Lipscomb
4. Amanda L. Sullivan
5. G. Lindsay
6. M. Thurlow
7. Janelle E. Rodl
8. Rebecca A. Cruz

Citations in the corpus

• Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, background): “…have also received limited attention in the literature, although researchers have recognized that males are at heightened risk for ED and SLD (Coutinho & Oswald, 2005), particularly among Blacks and Native Americans identified as CI and SLD (Coutinho, Oswald, & Best, 2002; Oswald, Coutinho,…”
• Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes (2010, unknown): “…found clear evidence of male vulnerability with male-to-female ratios ranging from 2.04 to 6.78 across students 7–10 years old (Berger, Yule, & Rutter, 1975; Coutinho & Oswald, 2005; Flannery, Liederman, Daly, & Schultz, 2000; Lovell, Shapton, & Warren, 1964; Wehmeyer & Schwartz, 2001).”
• Evidence of Ethnic Disproportionality in Special Education in an English Population (2009, background): “For example Coutinho and Oswald (2005) reported U.S. national data indicating that boys were 1.3 times more than likely than girls to be identified with mental retardation, twice as likely to identified with learning disabilities, and 3.4 times more likely to be identified with serious emotional…”
• Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Executive Summary. NCEE 2017-4017. (2017, background): “Furthermore, there are longstanding concerns about whether youth with certain characteristics—such as being Black or male—are identified appropriately for special education (Coutinho & Oswald, 2005; Harry & Klingner, 2014; Morgan et al., 2015).”