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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Parent Concern and Enrollment in Intervention Services for Young Children With Developmental Delays
Content type: Journal Article
This study sought to address underenrollment and late entry to early intervention by identifying factors associated with parental concern and services for developmental delays. The authors analyzed responses from 27,566 parents of children from birth to...
Supporting Congregational Inclusion for Children and Youth With Disabilities and Their Families
Content type: Journal Article
Although considerable attention has focused on the inclusion of young people with intellectual and developmental disabilities in school, work, and residential settings, less is known about their involvement in religious activities. This article focuses on...
Intellectual Giftedness and Psychopathology in Children and Adolescents
Content type: Journal Article
Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies...
Using Survival Analysis to Understand Graduation of Students With Disabilities
Content type: Journal Article
This study examined when students with disabilities graduated high school and how graduation patterns differed for students based on selected demographic and educational factors. Utilizing statewide data on students with disabilities from Massachusetts...
Food Insecurity in U.S. Households That Include Children With Disabilities
Content type: Journal Article
The authors examined food insecurity in households including children with disabilities, analyzing data from the 2004 and 2008 panels of the Survey of Income and Program Participation, which included 24,729 households with children, 3,948 of which had...
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis
Content type: Journal Article
We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least 1 covariate in the reported analyses...
Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments
Content type: Journal Article
We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten—when the delivery of these services might be expected to be...
Suicidality and Intersectionality Among Students Identifying as Nonheterosexual and With a Disability
Content type: Journal Article
Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has...
A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals
Content type: Journal Article
Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research...
Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?
Content type: Journal Article
We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6...