Delayed special education placement for learning disabilities among children of immigrants

Jacob Hibel, Andrea D. Jasper

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

Abstract

Prior theory and research suggest that children of immigrants would be at especially high risk for special education placement with learning disabilities. However, their longitudinal special education placement patterns have received scant attention. This study examines temporal patterns of special education placement among children of immigrants, focusing on the timing of special education placement for learning disabilities among first- or second-generation children compared with their third-plus generation peers. Results provide evidence that children of immigrants face comparatively lower odds of receiving early special education intervention services, but demonstrate an increasing risk as the school years progress. This relationship is explained by children of immigrants' frequent participation in English as a second language programs in the early grades.

Original languageEnglish
Article numbersos092
Pages (from-to)503-530
Number of pages28
JournalSocial Forces
Volume91
Issue number2
DOIs
StatePublished - Dec 2012

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