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Examining the Relationship Between Community Resources and Early Disability Identification: Variation by Child Race
J LoCasale-Crouch1, T Lenahan2, Z Shea3
1School of Education, Virginia Commonwealth University, Richmond, VA, USA. locasalecrj@vcu.edu.
Summary
Children in communities with more resources are more likely to receive early disability identification. This highlights how community factors, not just individual characteristics, influence access to crucial early intervention services for children with disabilities.
Area of Science:
- Pediatric Health
- Developmental Disabilities
- Community Health
Background:
- Early identification and intervention are crucial for children with disabilities.
- Disability identification rates differ by race and ethnicity, with marginalized groups often underidentified.
- Community resources are unequally distributed and may influence identification rates.
Purpose of the Study:
- To investigate the association between community resources and early disability identification.
- To determine if this association varies by child race or ethnicity.
Main Methods:
- Utilized 2019 Virginia Department of Education data for 91,210 kindergarteners.
- Combined student data with the Child Opportunity Index 2.0 (COI) for community resource assessment.
- Employed statistical analysis controlling for covariates.
Main Results:
- Children in higher-resourced communities had higher rates of pre-kindergarten disability identification.
- Disparities in resource access and identification rates by race/ethnicity were observed.
- No significant interaction effect was found between community resources and race/ethnicity on identification.
Conclusions:
- Community resource availability is associated with early disability identification.
- Community resources represent a potential area for intervention to improve equitable identification.
- Further research can explore policy implications for resource allocation and early support services.
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