Presentation Title
Factors Influencing the Identification and Classification of Lower Elementary Students with Emotional Disturbance: Implications for Schools
Abstract
The purpose of this study is to investigate the factors that account for the significant variation in rates of emotional disturbance among Vermont school districts. In Vermont, the statewide percentage of special education students identified as emotionally disturbed is 18%, the highest in the nation and almost three times greater than the national average. Among districts, the percentage ranges from a low of 4.6% to a high of 34% (Kolbe & Killeen, 2017). Differences in identification rates between school districts might reflect differences in the actual incidence in the community, outside of districts’ control. It also may be the case that differences exist due to state and local policies, practices and resources. A key goal for this study will be to understand whether and to what extent inter-district variability is due to population-based factors, largely outside educators’ control, or other factors that might be influenced by policy. Specifically, the study will be guided by the following questions: 1. What is the extent of variability in prevalence in children identified with emotional disturbance across Vermont school districts? 2. Are there differences in demographic and community characteristics between districts with comparatively high and low percentages of students identified with emotional disturbance? 3. To what extent do policy malleable factors (e.g., policies, practices, and resources) differentiate high and low prevalence districts?
Primary Faculty Mentor Name
Tammy Kolbe
Status
Graduate
Student College
College of Education and Social Services
Program/Major
Educational Leadership and Policy Studies
Primary Research Category
Social Sciences
Secondary Research Category
Professional Studies
Factors Influencing the Identification and Classification of Lower Elementary Students with Emotional Disturbance: Implications for Schools
The purpose of this study is to investigate the factors that account for the significant variation in rates of emotional disturbance among Vermont school districts. In Vermont, the statewide percentage of special education students identified as emotionally disturbed is 18%, the highest in the nation and almost three times greater than the national average. Among districts, the percentage ranges from a low of 4.6% to a high of 34% (Kolbe & Killeen, 2017). Differences in identification rates between school districts might reflect differences in the actual incidence in the community, outside of districts’ control. It also may be the case that differences exist due to state and local policies, practices and resources. A key goal for this study will be to understand whether and to what extent inter-district variability is due to population-based factors, largely outside educators’ control, or other factors that might be influenced by policy. Specifically, the study will be guided by the following questions: 1. What is the extent of variability in prevalence in children identified with emotional disturbance across Vermont school districts? 2. Are there differences in demographic and community characteristics between districts with comparatively high and low percentages of students identified with emotional disturbance? 3. To what extent do policy malleable factors (e.g., policies, practices, and resources) differentiate high and low prevalence districts?