Childhood Placement in Special Education and Adult Well-Being

Ashley A. Chesmore · Suh‐Ruu Ou · Arthur J. Reynolds

34 citations0/0 files storedThe Journal of Special Education

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Disability Education and Employment Behavioral and Psychological Studies Education Discipline and Inequality

Abstract

The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in grades 1-8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort.

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1983The Brief Symptom Inventory: an introductory report 2000Ecological systems theory.2002Early Childhood Education: Young Adult Outcomes From the Abecedarian Project 1996Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study 2011The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005.2018Ecological Systems Theory 2011School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups 1997The high/scope preschool curriculum comparison study through age 23

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