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Bias in learning disabilities placement

B J Stone1

  • 1Wichita State University, KS 67260-0123.

Psychological Reports
|June 1, 1993
PubMed
Summary
This summary is machine-generated.

Boys and Caucasian students are disproportionately placed in special education for learning disabilities, even after accounting for academic and behavioral factors. This national study reveals potential bias in placement decisions.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Sociology of Education

Background:

  • Disparities in special education placement persist.
  • Identifying bias in learning disability identification is crucial for equitable education.

Purpose of the Study:

  • To investigate potential bias in the placement of eighth-grade students identified with learning disabilities.
  • To examine the influence of race, sex, and socioeconomic status on these placement decisions.

Main Methods:

  • Analysis of a nationally representative sample of 20,614 eighth-grade students.
  • Utilized path analysis to model direct and indirect effects of demographic and academic variables on placement.
  • Controlled for socioeconomic status, academic ability, and behavioral competency.

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Main Results:

  • Significant direct paths from sex and race to learning disability placement were identified.
  • Boys were overrepresented in learning disability placements beyond predictions based on their competencies.
  • Caucasian students also showed overrepresentation when controlling for other variables.

Conclusions:

  • National data suggest boys and Caucasian students are overrepresented in learning disability placements.
  • Bias may influence special education placement decisions, irrespective of academic or behavioral factors.
  • Further research is needed to address systemic inequities in special education identification.