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"Does the Length and Timing of Special Education Service Receipt Predict Children's Social-Emotional Adjustment?"

3/8/2018

 
AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”
April 13-17, 2018
New York
 
Title: "Does the Length and Timing of Special Education Service Receipt Predict Children's Social-Emotional Adjustment?"
Authors: Adrienne D. Woods, Paul L. Morgan, George Farkas
 
Abstract

​Whether and to what extent socioemotional maladjustment may be the result of the length and timing of special education service receipt has been unknown. We analyzed ECLS-K data from 2,280 children who received at least one year of special education services in order to investigate 5th and 8th grade children’s self-reported feelings of academic competency, peer relationships, internalizing feelings, school belongingness, self-concept, educational expectations, and locus of self-control. Results indicated small positive associations between length of time in special education, feelings of math competency, and school belongingness, and a small negative relation with locus of self-control. Collectively, the findings suggest little to no relation between receipt of special education services and risk for socioemotional maladjustment during elementary and middle school.



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