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The Impact of Socioeconomic Status on Special Education Students with Specific Learning Disabilities in Reading

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The Impact of Socioeconomic Status on Special Education Students with Specific Learning Disabilities in Reading

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Denisha Bolden
Dys27@drexel.edu
Executive Education Academy Charter School, Learning Support Teacher

Denisha Bolden currently works for an urban charter school in Lehigh Valley, Pennsylvania. Her official title at work is learning support teacher. However, she wears many hats and plays many roles within the building, especially special education advocate. She is passionate about her students, especially those afflicted by poverty. When she is not teaching, she can be found spending time with her daughters.

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The disproportionate identification of learning disabilities in reading fluency and comprehension amid students from low socioeconomic (SES) backgrounds is a persistent problem within the education system of the United States. Because of their deficient language backgrounds, students from low SES backgrounds are more likely to be identified with learning disabilities than students from high SES backgrounds. This study will utilize archival data such as student socioeconomic information, historical student grades, student observations, and teacher referrals to special education. In addition, this research will use results from testing pertinent to receiving special education services (e.g., WISC-IV, QRI-6, etc.).

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The purpose of this research is to determine the extent of students receiving special education services for specific learning disabilities in literacy at low SES school districts versus the extent of students receiving special education services for specific learning disabilities in literacy at high SES school districts. Key factors of this research will focus on the reasons for referral to special education services, as well as financial and educational resources made available to students with Individualized Education Programs (IEPs).

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When contemplating the results of student academic achievement, previous research did not consider the  impact of SES of students, parental involvement, and school characteristics before students are referred for special education services. To accurately answer these questions, SES, parental involvement, and school characteristics need to be considered with student assessment results in order to see the “whole child”.

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Although the literature focuses on the interrelationships among SES, language proficiency, and race and ethnicity in the U.S., there is a lack of research on the interventions needed to combat the negative impact of SES factors in the classroom when focused directly on the achievement of reading fluency and reading comprehension.

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Students identified with Learning disabilities account for almost half of the children enrolled in special education programs throughout the country. This statistic led experts to begin questioning the methods in which children are identified with learning disabilities. Their research indicated that that family characteristics and school conditions could also contribute to differences in learning rates. Therefore, students, families, and educators need more information on effective interventions before beginning the special education referral process.

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Percentage of children with learning disabilities by the federal poverty level (FPL)

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Individual Education Program (IEP)- A legally binding document by the Individuals with Disabilities Education Act (IDEA) requires that public schools create an IEP for every child receiving special education services to address each child’s unique learning issues and include specific educational goals.
Learning disability-a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Reading comprehension-the ability to perceive and understand the meanings communicated within texts.
Reading fluency-the ability to read texts with speed, accuracy, and proper prosody.
Response to intervention (RTI)-is a multi-tier approach to the early identification and support of students with learning and behavior needs.
Socio-economic status (SES)-status received after considering the social grouping, income, and education of a person.

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1. How do the similarities and differences between educational resources in high and low SES schools impact student learning?

2. What challenges do general education teachers face in promoting a positive learning environment within a Title I school? How does their experiences and attitudes differ from non-Title I schools in districts with more funding?

3. How does SES impact overall student achievement in reading fluency and comprehension?

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Next Steps/Future Direction of the Research

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Next Steps/Future Direction of the Research

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The next steps will include a review of disparities between high and low SES schools in overall academic achievement and special education referral process.

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Daily Parent-Child Speech Interactions

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