ERIC Number: ED476291
Record Type: RIE
Publication Date: 2003-Jan
Reference Count: N/A
Gender and Special Education: Current State Data Collection. Quick Turn Around (QTA).
Tschantz, Jennifer; Markowitz, Joy
This brief paper summarizes information collected from state education agencies concerning: (1) state-level special education data collected by gender; and (2) gender and special education issues identified as concerns. A section on the study's background notes that about two-thirds of students receiving special education services are boys, especially in the areas of emotional disturbance and specific learning disability. Three theories to explain these gender differences are noted. A survey completed by 42 state and 3 non-state school jurisdictions found 41 jurisdictions collected gender information for at least one type of special education data, most commonly disability category, educational environment, and state-wide assessment participation. Twenty-seven jurisdictions identified one or more gender and special education issues as a concern, of which the most common were special education identification overall, disciplinary actions, specific disability categories, and educational environments. However, few (10) indicated a need or interest in receiving technical assistance on gender and special education. The paper concludes by recommending that states be required to report child count data by gender as well as race/ethnicity. A table details the special education data collected by gender for each state. (Contains 10 references.) (DB)
Descriptors: Data Collection, Disabilities, Disability Identification, Disproportionate Representation, Elementary Secondary Education, Emotional Disturbances, Learning Disabilities, Needs Assessment, Sex Differences, Special Education, State Departments of Education
Project FORUM, National Association of State Directors of Special Education, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Tel: 703-519-3800 (Voice); Tel: 703-519-7008 (TDD); Web site: http://www.nasde.org. For full text: http://www.nasdse.org/forum.htm.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.