Childhood Placement in Special Education and Adult Well-Being

被引：14

作者：

Chesmore, Ashley A. ^{[1
]}

Ou, Suh-Ruu ^{[2
]}

Reynolds, Arthur J. ^{[2
]}

机构：

[1] Univ Minnesota, St Paul, MN 55108 USA

[2] Univ Minnesota, Minneapolis, MN USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2016年 / 50卷 / 02期

关键词：

special education; well-being; academic achievement; longitudinal; BRIEF SYMPTOM INVENTORY; LEARNING-DISABILITIES; STUDENTS; OUTCOMES; INTERVENTION; ATTAINMENT; ADOLESCENCE; ACHIEVEMENT; BEHAVIOR; YOUTH;

D O I：

10.1177/0022466915624413

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in Grades 1 to 8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth-grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort.

引用

页码：109 / 120

页数：12

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