etadd_48(1) - Division on Autism and Developmental Disabilities
etadd_48(1) - Division on Autism and Developmental Disabilities
etadd_48(1) - Division on Autism and Developmental Disabilities
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(D<strong>on</strong>ovan & Cross, 2002). By implementing<br />
assessments that are more academically meaningful,<br />
the potential bias experienced by those<br />
unfamiliar with st<strong>and</strong>ardized assessments will<br />
be reduced <strong>and</strong> may result in the determinati<strong>on</strong><br />
of fewer students eligible for special educati<strong>on</strong><br />
services (D<strong>on</strong>ovan & Cross, 2002).<br />
Limitati<strong>on</strong>s <strong>and</strong> Future Directi<strong>on</strong>s<br />
A few limitati<strong>on</strong>s are identified in this study.<br />
One limitati<strong>on</strong> is the number of logistic regressi<strong>on</strong>s.<br />
Due to limitati<strong>on</strong>s with NLTS2 data,<br />
we were unable to c<strong>on</strong>duct <strong>on</strong>e single logistic<br />
regressi<strong>on</strong> comparing all ethnic groups. Thus,<br />
there is some redundancy in the two logistic<br />
regressi<strong>on</strong>s because they are comparing similar<br />
populati<strong>on</strong>s (i.e., Caucasian <strong>and</strong> n<strong>on</strong>-African<br />
American—which included Caucasians).<br />
Future research should examine the identificati<strong>on</strong><br />
of other racial/ethnic groups (i.e., n<strong>on</strong>-<br />
African American) as there is the potential for<br />
these groups to be over/under-represented as<br />
well. This would also remove the issue of redundancy<br />
in the logistic regressi<strong>on</strong>s <strong>and</strong><br />
strengthen the findings of the study.<br />
Another limitati<strong>on</strong> is the use of ethnicity as<br />
the <strong>on</strong>ly predictor variable. Although research<br />
suggests ethnicity predicts disability (e.g., Artiles<br />
& Trent, 1994; Chinn & Hughes, 1987;<br />
Skiba et al., 2006a; Zhang & Katsiyannis,<br />
2002), previous research also suggests correlati<strong>on</strong>s<br />
between income <strong>and</strong> ethnicity <strong>and</strong> their<br />
effect of predicting disability (Artiles, 2003;<br />
Artiles & Trent, 1994; Gottlieb et al., 1994).<br />
Future research should examine a range of<br />
factors that may impact disability identificati<strong>on</strong><br />
(e.g., academic achievement, parental<br />
educati<strong>on</strong>al status, socio-ec<strong>on</strong>omic status, suspensi<strong>on</strong><br />
rates, postschool outcomes) as further<br />
analysis of these variables may strengthen<br />
the results of the study.<br />
Additi<strong>on</strong>al research is needed regarding<br />
disproporti<strong>on</strong>ality at the sec<strong>on</strong>dary level c<strong>on</strong>sidering<br />
students with MID as well as other<br />
high incidence disabilities categories, such as<br />
emoti<strong>on</strong>al/behavior disorders. There is a lack<br />
of research addressing disproporti<strong>on</strong>ality issues<br />
at the sec<strong>on</strong>dary level; most studies focus<br />
attenti<strong>on</strong> <strong>on</strong> students at the elementary level<br />
(Hosp & Reschly, 2004; Oswald et al., 1999).<br />
Future research should l<strong>on</strong>gitudinally examine<br />
the school experiences of students identi-<br />
fied with MID beginning at the elementary<br />
level <strong>and</strong> follow these students into the sec<strong>on</strong>dary<br />
level. A l<strong>on</strong>gitudinal study would provide<br />
evidence of the disproporti<strong>on</strong>ality issues<br />
that exist at the sec<strong>on</strong>dary level. Moreover,<br />
this type of study would provide some insight<br />
into how disproporti<strong>on</strong>ality initiates at the elementary<br />
level <strong>and</strong> culminates at the sec<strong>on</strong>dary<br />
level.<br />
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identity: Paradoxes <strong>and</strong> dilemmas in views of culture<br />
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38 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2013