Limited access to special education services for school-aged children with developmental delay. (January 2018)

• Record Type: Journal Article
• Authors: Twardzik, Erica; Smit, Ellen; Hatfield, Bridget; Odden, Michelle C.; Dixon-Ibarra, Alicia; MacDonald, Megan
• Is Part Of: Research in developmental disabilities. Volume 72(2018)
• Page Start: 257
• Page End: 264
• Publication Date: 2018-01
• Subjects: Individuals with Disabilities Education Improvement Act -- Developmental delay -- Eligibility -- Enrollment -- Special education -- Early intervention; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2017.12.008
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: 281 children initially diagnosed with developmental delay (DD) had a gap in service access due to change in diagnosis after the age of 5. Children who were initially diagnosed with DD and experienced a gap in service access were more likely to enroll in special education in 3 rd grade. Children who experienced a gap in service access had an adjusted probability of 59.0% enrollment in special education in the 3 rd grade. Abstract: Background: Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. Aims: Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. Methods: Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade ( n = 5076). Results: Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Conclusion: Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. Implications: Gaps in service access during early development are associated with the need for supportive services later on in life.