We investigated the hypothesis that interstate disparities in the diagnosis of pupils with learning disabilities (LD) are more strongly correlated with demographic and sociopolitical factors than with the biological prevalence of the disability.
We also investigated the relationship of these factors to placement practices.
Thirteen independent variables representing state characteristics were simultaneously regressed against each of seven static dependent variables, measuring diagnostic and placement practices in 1989, and two dynamic dependent variables, measuring changes in practices between 1976 and 1989.
Results of the regression indicated that although demographic and sociopolitical factors explained none of the total prevalence of the four most common physical disabilities (adjusted R2[R2]=0), they did explain to a moderate degree the state prevalence of LD (R2 ranged from. 15 to. 28), and were more predictive still depending on measure of LD prevalence.
Moreover, these same factors strongly predicted the extent to which states mainstreamed their pupils (R2=59) and the size of the nonmainstreamed cognitively disabled (LD and educable mentally retarded) population (R2=56).
Mots-clés Pascal : Trouble apprentissage, Diagnostic, Pédagogie spéciale, Démographie, Aspect politique, Aspect social, Etats Unis, Amérique du Nord, Amérique, Etude comparative, Politique sanitaire, Etat, Prévalence, Epidémiologie, Enfant, Homme, Placement
Mots-clés Pascal anglais : Learning disability, Diagnosis, Special education, Demography, Political aspect, Social aspect, United States, North America, America, Comparative study, Health policy, State, Prevalence, Epidemiology, Child, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0014752
Code Inist : 002B18D04C. Création : 17/04/1998.