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Demographic Factors Associated With the Early Identification of Children With Special Needs

¹ Michigan State University, East Lansing, USA
² RAND Corporation, Santa Monica, CA, USA
³ Pardee RAND Graduate School, Santa Monica, CA, USA
⁴ Compass Lexecon, Oakland, CA, USA

^* To whom correspondence should be addressed. E-mail: cguarino{at}msu.edu.

	Abstract

Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification—defined as identification prior to kindergarten entry—varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early.

First published on October 21, 2009
Topics in Early Childhood Special Education 2009, doi:10.1177/0271121409349273


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