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DFE: The unequal representation of ethnic minorities for different types of special educational needs: Extent, causes and consequences

DFE：少数民族在不同类型特殊教育需求方面的代表性不平等：程度、原因和后果

基本信息

批准号：
ES/P000991/1
负责人：
Steve Strand
金额：
$ 20.55万
依托单位：
University of Oxford
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP000991%2F1
关键词：
DFE unequal representation ethnic minorities

项目摘要

Representative research in the US has established that Black students are substantially more likely to be identified with Special Educational Needs (SEN) than the majority White group. The only nationally representative studies in England in the last 25 years (Strand & Lindsay, 2009; 2012) report a more nuanced picture across different types of disability, with for example Black Caribbean pupils being twice as likely as White British pupils to be identified with Behavioural and Emotional and Social Difficulties, but Asian pupils being only half as likely as White British pupils to be identified with Autistic Spectrum Disorders. There are concerns this over-representation reflects social bias in school identification processes and results in inappropriate special education provision, while under-representation reflects cultural or economic barriers to accessing services and results in unmet need. These results have important implications for Government, Local Authorities and schools as the Equalities Act (2010) places a general duty on all public bodies to eliminate unlawful discrimination and advance equal opportunity.However relatively little is known about the factors which contribute to ethnic disproportionality, largely because of methodological limitations. Studies in the UK have often been small scale and unrepresentative while studies in the US are typically large but based on aggregate data that do not allow the sophisticated analyses possible only with student level data, or based on longitudinal surveys but with samples that are small relative to the incidence of special education. Methodologically, this project will provide three innovations. First it will use national census data on over 6 million students aged 5-16 years to build a nuanced picture across all ethnic groups for every category of SEN. Second it will be the first to utilise multilevel statistical models to estimate the relative influences of student, school and local authority (LA) factors on SEN identification. Third it will move beyond static models of SEN identification at a single point in time to build a dynamic model of the development of SEN by tracking two cohorts, each of 575,000 students, as they progress over time, one through primary school (from Reception to Y6) and the other through secondary school (from Y6 to Y11). Theoretically, the research will allow the evaluation of competing hypothesises about the possible causes of unequal representation, for example by determining whether socio-economic factors such as poverty and economic deprivation can account for the ethnic disproportionality in different types of SEN. The impact of other factors including age, gender, early educational attainment, attendance and behaviour will be explored, as well as school and LA factors such as size, type and social and ethnic composition. The project addresses published DFE research priorities (2014) around the accurate identification of SEN, the ESRC strategic priority to promote a Vibrant and Fair Society and the Equalities Act (2010) duty to eliminate unlawful discrimination. It is timely given the introduction of a new SEN and Disability Code of Practice in September 2014 and the fact that ethnic minority students now constitute over one-quarter (28%) of the age 5-16 school population.The project will have wide impact mediated by a strong advisory group comprising practitioners and policy advisers as well as notable academics in the fields of education, psychology and sociology. The outputs will be tailored to maximise impact by: (i) communicating through short accessible summaries and reports; (ii) targeting outputs through practitioner and professional networks; (iii) producing a comprehensive Local Authority (LA) data pack identifying levels of disproportionality for all 150 LAs in England allowing benchmarking and comparative analysis, and; (iv) holding a user-focussed national dissemination event.

美国的代表性研究表明，黑人学生比大多数白色群体更有可能被认定为有特殊教育需求。在过去的25年里，英国唯一的全国代表性研究（斯特兰德和林赛，2009年; 2012年）报告了不同类型残疾的更微妙的情况，例如，加勒比黑人学生被认为有行为、情感和社会困难的可能性是英国白色学生的两倍，但亚洲学生被认为患有自闭症谱系障碍的可能性只有英国白色学生的一半。有人担心，这种比例过高反映了学校确定过程中的社会偏见，导致提供不适当的特殊教育，而比例过低则反映了获得服务的文化或经济障碍，导致需求得不到满足。这些结果对政府、地方当局和学校都有重要影响，因为《平等法》（2010年）规定所有公共机构都有义务消除非法歧视和促进机会平等，但对造成种族歧视的因素知之甚少，主要是因为方法上的限制。英国的研究通常规模较小，不具代表性，而美国的研究通常规模较大，但基于汇总数据，无法进行复杂的分析，只能使用学生水平的数据，或者基于纵向调查，但样本相对于特殊教育的发生率较小。在方法上，该项目将提供三个创新。首先，它将使用超过600万名5-16岁学生的全国人口普查数据，为每一类特殊教育背景下的所有种族群体建立一个细致入微的画面。其次，它将是第一个利用多层次统计模型来估计学生，学校和地方当局（LA）因素对特殊教育背景下的识别的相对影响。第三，它将超越在单一时间点识别特殊教育需要的静态模型，通过跟踪两个队列，每个队列575，000名学生，随着时间的推移，一个通过小学（从接收到Y 6），另一个通过中学（从Y 6到Y11），建立一个动态模型。从理论上讲，这项研究将允许评估有关代表性不平等的可能原因的相互竞争的假设，例如确定贫困和经济剥夺等社会经济因素是否可以解释不同类型的特殊教育中的种族歧视。将探讨其他因素，包括年龄，性别，早期教育程度，出勤率和行为的影响，以及学校和洛杉矶的因素，如规模，类型和社会和种族组成。该项目涉及已公布的DFE研究重点（2014年），围绕准确识别特殊教育需求，ESRC战略优先事项，以促进充满活力和公平的社会和平等法（2010年）消除非法歧视的义务。鉴于新的《特殊教育需要及残疾实务守则》已于2014年9月推出，而少数族裔学生现时占5至16岁学童的四分之一（28%）以上，是项计划正合时宜。将通过以下方式对产出进行调整，以最大限度地发挥影响：（一）通过简短的可访问摘要和报告进行交流;（二）通过从业人员和专业网络确定产出目标;（三）制作一个全面的地方当局数据包，确定英格兰所有150个地方当局的自动化水平，以便进行基准测试和比较分析;（四）举办一次以用户为中心的全国传播活动。